This paper examines the forces that are shaping the current move toward privatization of teacher renewal, focusing on what forces may precipitate a very different structure for schools, colleges, and departments of education (SCDEs), and the possible options SCDEs have to shape their own future. Today, teacher renewal has metamorphosized from graduate study to school-based courses, contract courses, staff development courses, and renewal activities through private consultants or in-house personnel. This paper discusses the implications of a private academy for SCDEs, focusing on a situation in the Cincinnati public schools in 1990 when a commission was established to examine all aspects of schooling. The commission decided to create a private academy for professional development, but the university was disinvited from participating in its design and management. Without university participation, the quality of professional development ended up being very uneven. The University of Central Florida has proposed a teaching academy for the development of educators that will include participation by the college of education, community colleges, school systems, communities, and businesses. From its conception, the academy has been a model of collaborative planning, and the response to the collaborative approach has been overwhelmingly positive. The planning committee has determined that the academy should be a hub for partnership, a site for demonstration of best practices, and a place for life-long learning. (SM)