C.B. Peterson Elementary School is identified as an at-risk school, as per the North West District School Board's (NWDSB) criteria. In light of rising diversity issues, the school board has released an Equity and Inclusion Policy, which is a top priority to C.B. Peterson's administration team. This new policy adds to the work intensification faced by these administrators. This case describes the candid discussions between the administration team during their first private meeting to make staffing decisions that reflect the Equity and Inclusion Policy for the upcoming school year. However, staffing a more socially just school, that is in compliance with the NWDSB's new priorities, will add hours to administrators' workload. Tensions arise when conversations about "how" to staff for a socially just school lead to disagreements. Discussions include where to strategically place effective, ineffective, and altogether bad teaching staff in order to have the greatest and least impact on students, respectively. Teaching activities in this case study focus on strategies for dealing with teachers who refuse to adapt their practice to current policies/initiatives as well as strategies for conflict management.