This thesis begins by contextualising the current reality for many Māori learners in Aotearoa New Zealand. By reviewing the literature around the role of the provider in professional learning and development (PLD) in Aotearoa New Zealand, this thesis seeks to explain a new way of working that has not been well documented before.  Provided is the rationale for the methodology undertaken in the research to ensure the relationship with the participants remained at the heart of the process. This thesis contends that applying culturally responsive and relational pedagogy across all levels of schooling is a unique way of being that requires deep critical self-reflection and conscious ongoing change in practice. Learning what to stop doing and what to do differently is part of an ongoing cycle of inquiry that educational leaders at any level must engage in, to implement change in schools for Māori learners.