The Transformation of Professors of Education Margaret W. Sallee The University of Tennessee William G. Tierney University of Southern California Abstract: Due to declining resources and new demands, those who work in schools of education need new ways to educate students. Of consequence, who should educate students is also debatable. Using data from the 2004 National Study of Postsecondary Faculty, we explore how the composition and responsibilities of the faculty workforce have changed over the past decade. We use the popular framework of the corporatization of higher education to explore the increase in use of part-time faculty, the corresponding decrease of tenured faculty, and the ways in which faculty allocate their time. We highlight five transformations suggested by the data and consider how these changes are representative of larger trends facing higher education. Due to declining resources and new demands, those who work in schools of education now need to design new ways to educate students in a manner that they had not previously considered. Of consequence, who should educate students is also shifting. Using data from the 2004 National Study of Postsecondary Faculty (NSOPF), we explore how the composition and responsibilities of the faculty workforce have changed over the past decade. We begin by considering the changes that have characterized academe, focusing specifically on the fiscal challenges facing many institutions and recent changes to the content of instruction. We then discuss the ways in which these issues shape schools and faculty of education before examining the NSOPF data in greater detail. We Margaret Sallee is an Assistant Professor of Higher Education at The University of Tennessee. William Tierney is University Professor and Wilbur-Kieffer Professor of Higher Education and Director of the Center for Higher Education Policy Analysis at The University of Southern California. Copyright © 2011 by The Journal of the Professoriate, an affiliate of the Center for African American Research and Policy. All Rights Reserved (ISSN 1556-7699)