Purpose: The purpose of this paper is to propose, as a candidate for a signature pedagogy, a method centered on case writing and peer review. Design/methodology/approach: In this method, aspiring education leaders use the writing of case studies--frequently featuring themselves as an actor in a narrative of organizational development or change--to advance their reflection in and on action. The study is then shared with members of the candidate's peer group (cohort members, faculty, or senior practitioners) as a step to building and integrating the candidate in a community of practice. To illustrate, the authors publish the case of a novice school-leader's voyage to create unity and solidarity among a divided staff. The paper shows that case writing can enrich our arsenal of pedagogies that move the novice beyond the dualism of scholarship and practice. Findings: Case writing uniquely facilitates reflection-in-action and the building of communities of practice. Practical implications: Innovative pedagogies are required if practitioner education and training are to take their distinct place next to that of researchers and academics. Originality/value: This paper describes the use of case writing cum peer review as a tool to develop the practical knowledge of fledgling educational leaders. (Contains 3 tables.)