This study examines my enactment as a leader in the Teacher Growth and Induction program at Los Angeles Unified School District. To provide a holistic examination of my leadership practice, I deconstruct my use of structure and andragogical moves in relation to a candidate teacher in the induction program. My action research question was as follow: How do I engage a first year K-12 teacher in critical reflection to interrogate their teaching practices to move them towards incorporating tenets of culturally responsive teaching in the classroom? I collected fieldnotes, reflections, and analytic memos developed in my role as a leader. I found that by utilizing a holding environment and consistent guiding and probing questions, I was able to move the teacher's initial understanding of culturally responsive teaching towards recognizing and internalizing the importance of culturally responsive teaching in relation to their instructional practice. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]