American K-12 teachers, approximately 80% of whom are White, typically arrive to their first professional teaching position with little experience interacting with students of color and even less training in asset-based pedagogical models. In response, some school leaders that have come to understand the promise of asset-based models, including culturally sustaining pedagogy (CSP), have taken it upon themselves to promote equity-geared instructional practices found in these models. This bounded case study depicts an equity-focused elementary school principal's "praxis" -- his reflexive thinking and actions centered on equity -- in five leadership dimensions: personal, interpersonal, communal, systemic, and ecological. It also examines the ways in which his praxis interacts with the beliefs and actions of five teacher participants. Thematic analysis is used to answer the study's overarching research question: How does an equity-focused leader develop a shared understanding of equity consciousness and culturally sustaining practices in his/her teaching staff? Findings include the role courage plays in addressing tensions surrounding ambiguity about equity; development of an "ethic of care"; and the role of system-wide support for equity work. Implications include the importance for school districts to develop a system-wide equity approach, including processes for administrators, teachers, and families. Courage itself is the most important ingredient for district staff development in terms of equity consciousness, equity-geared instructional practices, and curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]