Teachable Moments of Leadership

Case-in-Point* Resources for Daring Leadership Educators

Showing up (3 video clips)

Showing up as You Are

At the beginning of a Case-in-Point session it is critical
to show up in the class authentically. It is impossible to
make this request to others without fulfilling it
ourselves as educators. Congruence is a necessary
condition for a session to work.
This "realness" is one of the most important points of
this work, one that it is hard to convey but has the
greatest impact on the outcome of the session. Notice
how Jill in this segment creates a great sense of her
personal story leading to the session. She does this
without showing off or taking center stage, inviting
others to join in the inquiry as peers.
  • Which pressures are making it hard for you right now to "show up as you are" when teaching a class?
  • Which models or ideals shaped your way to be in a class as a teacher?
  • Which ideas/strategies/values are working against your "showing up as you are” when teaching a class?


“What Should I Be Doing and Why?” 

In this engaging opening question, Adriano
accomplishes several things:
1. He surfaces the varied expectations of authority
present in the room—expectations we typically don’t
acknowledge though we know they are there and
that they impact us at every turn.
2. He identifies both his own front-of-the-room
authority dilemma and in turn the dilemma of
everyone who holds this space.
3. He sets the stage for a different kind of session:
one where he gives the work back to participants
and engages in ways that surface the in-themoment


  • What assumptions, experiences and ideas about authority figures are you bringing with you in the classes you teach?
  • What would you hope students say about your own way of deploying authority in class?
  • Which individuals were your role models for the way you deploy your own authority?






 The Power of the First Question

Case-in-Point teaching starts with a question. This
establishes the norm of inquiry as the currency of the
method. The message is loud and clear: I am here not
merely as a professional but as a person who wants to
make a difference with this work. As often happens in
Case-in-Point, the question becomes an invitation into
a way of being and–in this case–a great way to state
the importance of the work that is about to begin.
In this segment notice how Jill—starting from the "here
and now"—artfully articulates the hard question of the
work for this group: "What does it mean for us to
believe that leadership can be taught?"




  • Why might teaching with questions be difficult for you right now?
  • Which questions have you used in the past to start a class? Which ones worked? Which ones didn’t?
  • On a scale from one to five, how hard might it be for you to demonstrate "not knowing" when teaching a class?