This article serves to provide theoretical grounding for the five core values of scholar-practitioner leadership and will investigate the cyclical pattern of inquiry-generated knowledge for educational practice. The core values of leadership embrace community, democracy, social justice, caring, and equity. After grounding the core values in current research literature, this article will explain how inquiry of, in, and for practice help the scholar practitioner leader to generate knowledge of, in, and for practice. This generated knowledge for practice is further guided by a lens of criticality grounded in the theoretical constructs of critical pragmatism and Dewey's democratic conception of education.