This article examines the potential for evidence-informed policy and practice (EIPP), in relation to educational leadership and management. We begin by considering what may be meant by the term, setting out a model of EIPP and discussing some issues to which it gives rise. We then look at some factors promoting and inhibiting the development of EIPP in educational leadership and management. Our general stance is that we see considerable potential in this approach, which is why in this article we go beyond a conceptual discussion to present a set of proposals for developing EIPP in educational leadership and management, including some ideas about the possible role of BEMAS in supporting an EIPP agenda.
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