Walk It Like You Talk It: Modeling That Matters

Outline

What you can expect in this session:
This isn’t a sit-and-get lecture. We’ll mix quick stories, real talk, and hands-on activities to help you see how your everyday choices- slides, LMS design, emails, PD, policies- are all modeling something. By the end, you’ll know how to model intentionally, not accidentally.

1. Why Modeling Matters (10 min)
We’ll kick off by calling out those leadership or teaching moves that make us roll our eyes. Together we’ll name why modeling matters and how credibility is built (or lost) through our daily habits.

2. What You’re Really Modeling (10 min)
Through some cringe-worthy (but true) examples, we’ll unpack how some of the smallest choices can send the loudest messages. You’ll notice how UDL, equity, and tech integration either shine or completely disappear when we’re not intentional. Spoiler alert: even your slide decks and emails are teaching moments.

3. Spotting the Opportunities (15 min)
You’ll dive into real scenarios (classroom, coaching, leadership) and ask:
🔹What’s being modeled here?
🔹Is it what we want to show?
🔹How could we flip it for better results?
{Expect lots of “oh, wow, I do that too” moments.}

Building Your Modeling Moves Map (15 min)
This is where talk turns into action. You’ll map out:
🔹One thing you’ll stop modeling.
🔹One opportunity you’re underusing.
🔹One new modeling move you’ll try.
You’ll leave with a plan that’s actually doable tomorrow.

Wrap-Up & Commitments (10 min)
We’ll close with a round of fast commitments and an exit activity that models tech you can take back to your setting.

What You’ll Walk Away With:
✨ A personalized Modeling Moves Map to guide your next steps.
✨New ways to think about how your daily actions model credibility and equity.
✨Practical strategies you can use whether you’re teaching students, coaching teachers, or leading adults.
✨A laugh or two (and maybe a cringe moment), but definitely a sense of “I can do this.”

Outcomes

1. Identify high-impact opportunities where their daily actions (teaching, coaching, or leading) model expectations and shape culture.

2. Analyze how modeling choices align (or conflict!) with UDL, equity, and effective technology practices.

3. Design a personalized Modeling Moves Map that outlines specific strategies to intentionally model credibility, inclusion, and instructional alignment in their own context.

Supporting research

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
{Foundational work on how people learn by observing others- the core of why modeling matters.}

Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
{Demonstrates that alignment between what leaders say and do builds relational trust, which drives school improvement.}

Knight, J. (2007; 2021). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.
{Establishes that effective coaching depends on modeling practices authentically, not just telling teachers what to do.}

Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Thousand Oaks, CA: Corwin.
{Highlights the importance of modeling inclusive practices that reduce barriers and build trust in both student and adult learning.}

CAST (2018). Universal Design for Learning Guidelines, Version 2.2. Wakefield, MA: CAST.
Accessible at: https://udlguidelines.cast.org/
{UDL guidelines show how intentional design and modeling support engagement and access for all learners.}

Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. San Francisco, CA: Jossey-Bass.
{Advocates for transparency and authenticity, showing how modeling these practices increases credibility with learners.}

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. New York: Routledge.
{Explains why adults need relevant, applied examples and that modeling makes learning meaningful.}

Leithwood, K., & Jantzi, D. (2005). Transformational Leadership. Educational Leadership, 61(7), 8–13.
{Shows how leaders shape culture by modeling values in everyday practices.}

Fullan, M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass.
{Stresses the importance of leaders modeling the change they want to see, particularly with technology and innovation}