Educational leadership has been supported by an inadequate knowledge base for administrative preparation and an inadequate research base for program improvement. Over the past 40 years, no new programmatic ideas have been produced in this field. This paper reports on trends to improve the quality of research and theory development in the teaching and learning of educational leadership. The Teaching in Educational Administration Special Interest Group (TEA-SIG) was involved in making the learning and teaching of educational administration a legitimate research topic within the American Educational Research Association (AERA) and an accepted vehicle for exchanging ideas about teaching and learning. Research trends include the study of structural reforms, and studies including contextuality (for example, the inclusion of poverty and race). Other signs for positive change are online delivery of courses and programs, cohort programs, fast-tracks, district-department partnerships, and field-based programs. The ultimate challenge is that new leadership teaching and actions need to take place in a learning-to-learn context, and learning needs to continue on the job. An appendix contains a table comparing seven sources of data about educational administrator education. (Contains 24 references, 4 tables, and 2 figures.) (RT)