Purpose: At a time when school leadership takes on great import, we must ask how leadership can move beyond a focus on individual- and school-level changes to collective leadership that relies on the strength of relationships between schools and the communities in which they reside to foster and sustain change. Such leadership is termed responsible leadership. Using a conceptual framework for responsible business leadership and data from a large-scale multinational study on Performing Beyond Expectations, this article formulates a theory for responsible educational leadership. Research Design: Data come from the Performing Beyond Expectations project, a large-scale international study undertaken from 2007 to 2010. This study used qualitative interviews and analysis of documentary data to explore how organizations in business, education, and sport achieve exceptionally high performance, given their size, client base, and previous performance. The project included more than 220 interviews and 18 sites. Analysis in this article focuses on the responsible leadership found in three schools in one local authority and the ways in which each leader uses relationships to improve the school and student achievement. Findings: All three leaders see the purpose of leadership as developing relationships and attribute their performance beyond expectations to the strength of these relationships. As responsible leaders, they view their role as not only raising and sustaining pupil achievement but also weaving leadership throughout the web of stakeholders including students, parents, and community agencies. This collectivization of leadership is a hallmark of responsible leadership.