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This paper profiles the main competencies required of school leaders to effectively manage ethnocultural diversity. Elementary and secondary school principals (N=17) were interviewed using the critical incident technique to gather their observations regarding their management practices in dealing with ethnocultural diversity in their school. The data were mixed coded according to four orders of professional competency established by the Québec Ministry of Education (MELS): educational services management, school environment management, human and material resource management, and administrative management. Results highlight the importance of collaboration and shared responsibility between the school-team, the students, the parents, and the community, as well as the need to consider the school's priorities. [ABSTRACT FROM AUTHOR]

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