Università Roma Tre

The teaching consists in a stage, supported by means of individualized activities offered to the students during it.
The stage is focused on the observation of essential issues in the management and direction of educational services, and therefore deals with the following topics:
- Analysis of users' life contexts and of the social contexts where the services operate
- Identification and analysis of the educational needs of users
- narration, biography and autobiography as tools of educational work
- educational planning and support for the existential planning of users
- leadership models of educational institutions
- models and strategies for economic and professional management
- models and experiences of construction and management of social and educational networks
- pedagogical supervision
- evaluation of educational interventions

The teaching is designed to support the development of the internship.
The materials useful for the study will be identified mainly with individual students, depending on the activity carried out. Some terms of reference will be introduced and processed through the online platform
During the year, the teacher will indicate two volumes of study, updating this platform.
Alongside the study texts, students will have to systematically use some reference texts of a methodological nature, which will have to be regularly used to draft documents and carry out the moments of empirical research inevitably required by the training activity

The course will enhance the role of the coordinator through the techniques "praxis-theory-praxis", the internship and the narration to ensure the pedagogical dimension consolidating the intentionality of the educational action.
It will be characterized by a didactic/operational cut: each thematic nucleus will be supported by experiential modalities and punctual feedback.

OBJECTIVES

• Definition of the role of the coordinator for the accompaniment of the teams (responsibilities and competences)
• "Focus" of the coordination style: personal specificities, role and functions delivered through a specific mandate, values and culture of the organization.
• Consolidation of the intentionality of the educational action of the service and the team: the figure of the coordinator as guardian of the pedagogical dimension of the service. The coordinator is called to give meaning to the events that happen in the light of a constant reference to the design tools such as the individualized educational project of the users and the service project;
• Identification of resources to be reinforced for the improvement of individualized projects
• Acquisition of key concepts and guiding criteria of participatory processes
• Acquisition of tools to evaluate the coherence of educational action

METHODOLOGY AND TOOLS

The complexity of the issues that the coordination function poses requires specific attention from the training point of view: the cruciality of an ongoing training, on the work of support to the exercise of the tasks (experiential learning) is highlighted.Very often the learning of skills related to coordination functions takes place essentially through experiential methods, in direct contact, that is, with the organizational and operational reality. In addition, a further reference to experiential learning can be identified in the importance of the re-elaboration of experience: this role is often accessed as a result of substantial training and work experiences, which, however, do not always correspond to adequate recognition in terms of qualification. The proposed approach is that of "practice learning community":from this perspective, different people performing similar functions share knowledge, reflection and innovation efforts in the face of common problems arising from professional practice. According to this approach, which makes use of the technique of narration, these realities are composed on the basis of spontaneous processes of recognition of affinities and common interests.
The coordinator evolves his role towards a function of learning from practice by mediating the relationship between subjects, problems deriving from professional practice and training needs.
The main tools that will be used are: Classroom Games, Observation Grid, Video (or other evocative codes), Self case, Creative Writing.

THEMATIC AREAS

• Methods and techniques of educational interventions
• Analysis of the need for network work.
• Organizational models and organizational plans.
• Group work and Team work.
• Educational supervision
• The role profile of the coordinator
• The styles of coordination

• Il coordinatore dei servizi alla persona, Ugo De Ambrogio, Ariela Casartelli, Glenda Cinotti, Carrocci, 2020
• La saggezza di re Artù. La tavola rotonda come metafora per creare organizzazioni intelligenti, David Perkins, Etas, 2004
• La supervisione pedagogica, Francesca Oggionni; Franco Angeli, 2013
• Il coordinamento pedagogico nei servizi socioeducativi, Silvio Remoli a cura di, Franco Angeli, 2008
• Eventuale materiale e dispense utilizzate in aula.