Inspired by Whitehead and McNiff's "living theory" approach and the "Thinking Schools International" programme, this paper focuses on issues surrounding self-evaluation practices in schools and research aimed at school improvement, with specific consideration given to grounded theory and action research. Specifically, the inclusion of the "self" in a process of practitioner research that seeks to grow schools from the "inside out" is suggested. As a result of a proposed synergy between grounded theory principles and action research, a new model of practitioner research is offered in order to advance existing notions of "grounded action", "grounded action research" and "grounded practice". An illustration of how the model has been applied for the purposes of both practitioner research and self-evaluation is outlined in a bid to redefine current perceptions of the self-evaluation process. In conclusion, a move towards research-based evaluation is proposed as a vehicle for widening teacher involvement in educational research and in doing so promotes the "Stenhousian" view of research as the basis for teaching.