Institutional change in schools of education is discussed here with special regard for field-based teacher education programs and inservice education, both of which are viewed as potential growth areas in schools with declining enrollments. The first article deals with the challenge that inservice education offers, both in terms of growth opportunities and the demand for new skills from teacher educators. The reform of the teacher educator is the subject of the second article, which offers a grand design for collaborative problem solving. The third article examines the history of inservice practices, resources for field programs, field experiences and professional career development, planning for college participation, opportunities and potential pitfalls, and systematic planning and design. Organizational constraints to institutionalizing change in secondary schools and institutions of higher education is reviewed in the fourth article, and the fifth focuses on building readiness for change at the University of Oregon. The final article offers an organizational analysis of the involvement of universities in inservice education, stressing the economic, political, and sociological constraints involved. References are provided. (DS)