Educational Administration & Leadership
Educational Administration and Leadership: Core Beliefs
- Public education is the foundation of our democracy, representing our nation’s commitment to ensuring that each child has an equal opportunity to attain academic success and to become responsible, contributing citizens to our society.
- To fulfill our nation’s commitment to our children’s future, the central focus of educational leadership is to successfully transform schools and school systems into high quality organizations that are committed to high performance for all children. Implicit within this focus is the leader’s responsibility to create a safe, equitable, and just environment that maintains a consistent emphasis on continuous improvement.
- Leadership preparation programs are central to realizing high performing schools, by preparing aspiring leaders to be innovative change agents, leaders of learning, and reflective practitioners. Effective leaders must be competent to:
- Lead high-performing, student-centered schools and districts, through the use of data and technologies to inform instructional decision-making;
- Reculture schools to become inclusive learning communities that expect high levels of performance for each child;
- Empower all constituents in a democratic learning community; and
- Build organizational capacity to support continuous school/district improvement processes, through developing and distributing leadership capacity throughout the organization.
- Consistent with the University of Illinois land-grant ideal of serving the public, the educational administration program will provide a level of excellence in education and research, as we serve our citizenry throughout the state of Illinois and the nation. In addition to developing effective educational leaders, our program also will prepare individuals to assume positions as scholars and policy analysts.
- Our educational administration program is grounded in theory, while providing ample and sufficient applications to practice. In addition, the program promotes the creation and dissemination of knowledge, both through faculty and student research.
- Preparing outstanding school leaders who create organizational conditions ensuring that every child experiences high levels of academic performance, and ensure equitable and collaborative participation by all relevant stakeholders in school governance.
- Preparing policy analysts and policymakers who recognize and emphasize the essential role of effective leadership in school reform initiatives, and who ensure that policies facilitate the improved achievement of every student.
- Preparing scholars who are dedicated to the creation and dissemination of knowledge for leadership development, education policy, and school improvement.
Core Faculty in EAL
Kern Alexander’s current research interests include education finance and law. He has worked extensively as an expert in state school finance litigation. He is the Editor of the Journal of Education Finance and has recently completed a major revision of his widely-used graduate text, American Public School Law. Having served as president of two public universities, Alexander has an ongoing research interest in high education administrating, finance, and law.more information...
Don Hackmann’s primary research agenda focuses on leadership preparation programming, including program quality, standards-based curricula, and characteristics of tenure-line and clinical educational leadership faculty members.more information...
Richard Hunter is known for his extensive public school administrative experience in public education and for his academic research on topics in urban education, while teaching at the University of North Carolina at Chapel Hill and the University of Illinois at Urbana-Champaign.more information...
Chris Lubienski's research centers on public and private interests in education, including the use of market mechanisms such as choice and competition to improve schooling, especially for disadvantaged children. His work examines reforms and movements such as vouchers, charter schools, tuition tax credits, and home schooling that seek to decentralize and deregulate educational governance.more information...
Anjalé D. Welton's scholarship primarily examines the educational opportunity structures of students of color from low socioeconomic backgrounds. Welton examines how institutional and social structures—such as race, social class, tracking, school administration and teacher leadership, etc.—shape the connections students of color make to educational resources, navigate school and ultimately matriculate to postsecondary education.more information...
Clinical Assistant Professor
Linda Sloat’s primary research interests focus on issues surrounding school improvement in K-12 education, including the administrator’s roles and responsibilities in the change process and leadership for learning at both the building and district level. During her extensive public school administrative career, she also focused on education for the gifted and literacy acquisition.more information...
Visiting Clinical Assistant Professor
Mary Herrmann's primary scholarship interests include leadership development and organizational learning and improvement. Mary is particularly focused on the social, psychological and ethical dimensions of leadership in her clinical work with aspiring principals and superintendents.more information...
- Academic Programs
- Departments & Units
- Our Faculty
- Research & Outreach
- About Us
- Make a Gift
- EPOL Home
- About EPOL
- Prospective Students
- Current Students
- Alumni and Friends
- Contact EPOL