Expectations for leaders in colleges of education are changing as are expectations for leaders in public schools and business. The traditional hierarchical model is being transformed into an organizational climate of teamwork and shared decision making, which have become the watchwords for organizational climate and change. In accord with these changes, deans of colleges of education must find new structures and strategies for enhancing teaching and scholarship through dialogue and demonstrations of teaching and learning. This paper addresses the role of the dean at Indiana State University's School of Education with respect to: (1) application of the principles and findings from cognitive learning theorists, who argue that knowledge is constructed, not transmitted; (2) the active engagement of learners in their own learning through team and group interaction; and (3) creating a climate and environment where teaching, learning, and scholarship are intertwined. Practices and skills emerging at Indiana State University are outlined and include: new structures to increase participation, interaction, and dialogue; new goals, roles, and values for teacher educators; new environments to support faculty professional interchange, growth, and development; and reform of the culture and role of higher education while simultaneously linking that reform to changing the culture of public schools. (LL)