Abstract
Addressing the achievement disparities that exist within New Zealand education for Maori is identified by the Ministry of Education as being a critical challenge for school leaders that requires committed and responsive leadership (Ministry of Education, 2008b). The case study presented in this article describes the leadership practices of a primary school principal whose school is one where the majority of the Maori students were meeting or exceeding national expectations (for all students) in reading in 2009. The principal's theorising and associated practices provide a potential model for what constitutes culturally responsive leadership that facilitates success for Maori students.
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