Knowledge derived from practice forms a significant portion of the knowledge base in the education field, yet is not accessible using existing empirical research methods. This paper describes a systematic, rigorous, grounded approach to collecting and analysing practice-based knowledge
using the authors' research in teacher leadership as an example. Practitioners with relevant experience and expertise participated in multi-round, online panels in which they responded to several types of items, culminating in 'advice to the field'. Strategies used for sampling, panel implementation,
and analysis are described for identifying practice-based insights that are useful to practitioners, policy makers and researchers.
Evidence & Policy is the first peer-reviewed journal dedicated to comprehensive and critical assessment of the relationship between research evidence and the concerns of policy makers and practitioners, as well as researchers.