Why Modeling Is a Leader's Greatest Tool
As leaders, we know that our actions speak louder than our words. This is especially true when it comes to implementing intentional structures and processes in our schools. One of the most powerful things we can do is provide opportunities for modeling what effective collaboration looks like.
Think about the "gradual release of responsibility" framework that we use with students: I do, we do, you do.
This isn’t just for the classroom; it's a perfect model for building capacity among adults. We as leaders start by modeling a process. Then, we work alongside our teams. Finally, we empower them to take on the work independently.
The Power of Distributed Leadership
When you model effective practices, you're not just showing the "how"—you're distributing leadership throughout your organization. A mistake many new leaders make is keeping everything to themselves. We might become very skilled at facilitating meetings or recording notes, but we aren’t building the capacity of anyone else. We get stuck in the "I do" phase, and the entire school’s success becomes dependent on a single person. This is not sustainable.
By intentionally modeling, we invite others to learn and grow. This is especially important for the Collaborative Team Meeting. This is a perfect place for leaders to model a range of essential skills:
- Effective Questioning: How to ask questions that get to the root of an issue.
- Paraphrasing: How to listen and rephrase what a colleague has said to ensure clarity.
- Living Out Your Norms: How to consistently follow the agreed-upon rules of the meeting.
- Facilitation: How to draw out every voice and keep the meeting on track.
A powerful example of this is a "fishbowl" activity, where leaders model a Collaborative Team Meeting in front of the entire staff. Staff members can watch the process in action, and it often leads to a moment of "Oh, now I get it!" as they see the structures and processes come to life.
Intentionality Is Everything
As with all of our work, modeling must be intentional. It's not enough to simply do the work in front of people; you need to be explicit about why you are doing it.
We can be intentional about modeling what kinds of questions to ask when examining data or how to effectively use a continuum of supports. A leader can explicitly state, "I am going to facilitate our first five Collaborative Team Meetings so that I can model how this process works. Over time, we'll begin to share this responsibility."
The same principle applies at every level. District leaders can model collaborative practices for principals, and principals can model them for their teachers.
Ultimately, effective modeling is about vulnerability. As a leader, you must go first. You can't expect your team to try new things if you aren't willing to say, "I'm not sure how this will go," or "I tried this, and it didn't work." This vulnerability-based trust is the foundation of a culture of collaboration. When your team sees you take risks, they'll be more willing to do the same.
Please reach out to share your insights, challenges, and triumphs along with your questions, resources or suggestions related to this topic. Connect with us at or .
