Educational Administration
Mission and Vision
The mission of the Educational Administration Program at Iowa State University is to prepare responsive, reflective, and transformational leaders who promote
high quality schools and embrace learning and success for every child.
The vision of the Educational Administration Program is to prepare leaders in the 21st century who fulfill the promise of learning for all children. With this vision at the heart of the program, students develop as educational leaders and moral stewards equipped to define purpose, build community, and empower others. Valued precepts of our vision include:
- Collaborative instructional leadership
- Transformational, ethical, and moral leadership
- Safe, caring, learner-centered school cultures
- Diversity, equity, and social justice
- Reflective practice
- Research-based inquiry
- Authentic assessment
- Shared governance and empowerment
- Efficient, effective, & organized management
- Stakeholder and community involvement
In forming our theory and approach, we have engaged in extensive exploration of the knowledge base regarding the beliefs, values, and purpose of educational leadership. As a result, the ISSL Standards with a constant theme of reflective practice, set within the context of state, national, and international influences on school reform, lie at the very core of program content, experiences, and structure.
The Educational Administration Program at Iowa State has a long and distinguished history of preparing educational leaders and professors who serve at institutions within the state of Iowa, across the nation, and around the world. The first master's degree was awarded in 1936, followed by the first Doctor of Philosophy degree in 1952.
The educational administration faculty maintains an active presence through service in professional organizations, research in educational settings, and consulting relationships with educational organizations. Faculty members publish in national journals and present at national conferences, including the University Council for Educational Administration and the American Educational Research Association.
