The controversial nature of the knowledge base of educational administration is discussed in this paper. Included are a definition of professionalism, a discussion of how to build and develop a knowledge base, and a review of the obstacles to knowledge base development. Elements of a consensual knowledge base include theory, practice, and other combinations. A recommendation is made to build a knowledge base from expert practice, or grounded theory. A conclusion is that the National Council for Accreditation of Teacher Education's new unit rule is useful for educational administrators in defining the knowledge base and justifying instructional practices. A 74-item bibliography is included. (LMI)