The purpose of this paper is to examine traditional organizational structures and leadership styles in Canada, to assess their responsiveness to a changing educational, social and political context, and to propose an alternative approach. We argue that the educational enterprise would benefit from distancing itself from these traditional models, and moving towards embracing a transformational style of leadership based on a restorative justice model. This paradigm would include a holistic, inclusive, integral approach from which educational leaders and their constituents could bring about change both within learning communities and the larger social order by challenging existing patriarchal constructs and practices.