Demonstrates how North-East leaders ensure teachers are able to implement and sustain the North-East relationship-based pedagogy with fidelity by: setting goals for equity, excellence, and cultural sustainability; implementing a pedagogic approach that ensures these goals are realised; implementing in-school support systems that ensures the pedagogy is implemented with fidelity over time--these systems include infrastructure, leadership, inclusion, and evidence; taking ownership of the approach by planning, resourcing, and reviewing teaching and school-wide leadership practices to ensure support systems work as intended, over time. The book includes three case studies that demonstrate how this process of reform was able to successfully raise Måaori student achievements to match that of their non-Måaori peers, enable Måaori students to do so "as Måaori", and benefit other marginalised students.