Educational leaders in the USA today face unique sociopolitical dynamics, including high political uncertainty and polarized opinions about the role of public schools in contributing to a more equitable society. In this chapter, we describe how newly (re)emergent neoliberal and individualistic sociopolitical ideologies in the broader USA have intersected with high-stakes accountability pressures, growing state, federal, and third party intervention in schools, and other increasingly complex demands to make it challenging for education leaders to pursue equity goals. Educational change must support a more equitable and democratic US society through systematic efforts to improve outcomes for all students, disrupt and decenter oppressive or exclusionary perspectives, and allow practitioners, researchers, and policymakers to reimagine the enactment of educational change and reform. Drawing on theories of responsible leadership, we imagine a new accountability that returns schools to their fundamental goals of serving children and families, valuing accountability to the community over accountability to a high-stakes test. We discuss six areas in which educational leaders might pursue their visions of equity despite the constant flux of the current sociopolitical moment: (1) Develop intrapersonal and interpersonal skills to promote critical consciousness; (2) Center student joy and voice through culturally responsive instruction; (3) Maintain accountability to a community rather than an accountability system; (4) Engage families in creating inclusive community-based schools; (5) Leverage district support to drive change; and (6) Learn to navigate competing ideologies within the local political arena. Through their work in the six areas, educational leaders can cultivate schools that nurture all children and in turn become the engines of local democracy and civic participation in their communities.