Schools around the world are diverse and there are a variety of progressivist initiatives in place that aim to promote quality and equitable pedagogy and overcome formalist paradigms. Country contexts present different challenges based on factors such as the type of governance, teachers' autonomy, and pedagogical cultures. Most critical, however, is the unequal distribution of leadership opportunities. Beyond conflicting or contrived possibilities in school leadership arrangements and cultures, it should be recognized that certain contexts lack effective leadership as an organizational quality. Nevertheless, school principals are able to create coherent environments, offering space for debate and clarification of what equity and equality mean in terms of curriculum delivery, as well as supporting school-level structural facilitations and adaptations. This is a conceptual paper, at the crossroads of different research strands. It focuses on governance mechanisms and leadership tasks and skills in pedagogical and organizational school cultures. It argues that well-articulated school organization is needed, not only in terms of autonomy, but also with the possibility to collaborate, develop professionally, and engage locally in order to achieve equitable student-oriented teaching. The aim is to investigate the feasibility of supporting personalized and adaptive teaching strategies at the school level, in a variety of country contexts.