Collaborative efforts are key to transforming schools into communities of powerful learning where all students excel academically and develop the agency, integrated identity, and competencies necessary to have successful lives as adults. Such efforts start with leaders, learning to cultivate anti-racist systems, structures, policies, and practices. A school cannot be a place of success for all unless its leaders recognize the barriers posed by systemic racism and implicit bias and engage the whole staff in understanding and dismantling those barriers. As a first -- and ongoing -- step, school leaders must nurture the growth of anti-racist leadership within themselves and their leadership teams. This leadership establishes a foundation for whole-school anti-racism efforts that make possible the transformation. The authors who help schools with transformational learning, they have observed four distinct grounding practices that helped schools move from theory to action. They call these the four roots of anti-racist leadership: (1) Asset framing; (2) Stance development; (3) Distributive leadership; and (4) Feedback for growth. In this article, they explain why these roots are important and describe some of the moves that leadership coaches or other facilitators can play in nurturing them with school leaders.