The adoption of team teaching or team organization in an elementary school causes change in the organization's work system or in the basic structure of its managerial system, or both. Distinguishing between the two kinds of change has been a central feature of the MITT (Management Implications of Team Teaching) research project at the University of Oregon. The study described in this paper selected schools for study according to the presence or absence of change in managerial structure at a given point in time and measured their instructional organization, as well as a number of other school and staff attributes, before and after that time. The paper reports some of the things learned about the coincidence of change in the two. It swells heavily on the measures of instructional organization, first describing the level and nature of task interdependence observed in the "before" data (while the schools were operating under a conventional managerial structure) and then turning to the changes in task interdependence found after some of the schools had installed the multiunit model. (Author/JMF)