Public education in the United States has been in a steady decline by almost any measure for the last 29 years since 1980. Losses in placement on international comparisons in science, math and problem solving test scores, equality of education opportunity, teacher supply graduation rates, and rampant leadership turnover, are but a few of the afflictions affecting public education in the United States. These trends, cycling downward, are searching for a bottom (Buchman, 2006; Goldin & Katz, 2008; Heckman & LaFontaine, 2007; National Conference of State Legislatures, 2008). With the release of the 1983 report, "A Nation at Risk: The Imperative for Educational Reform," by National Commission on Excellence in Education, policy makers, not necessarily educational practitioners, have tried their hand at stabilizing the country's failing educational system. The results: wobbly and uncoordinated attempts at changes that cause inter education sector conflict as various professional and union education organizations oppose what is legislatively proposed. Times have changed. With change comes a new concept for transforming and developing educational leaders--the Eduerati Leadership. This "paper/roundtable discussion" provides a review of extant literature and a new conceptual framework in support of the author's contention that "New Eduerati" leadership will initiate the transformation. Driven by an ego that does not need entitlement, Eduerati are futuristic, looking back at the present. Eduerati are the intellectually excited architects of the educational system who, like the Literati and Technerati, are deeply knowledgeable and committed to improving their field with new ways of thinking.