An alternative conceptualization of organizational power is proposed. Power as a "system of facilitation," in contrast to power as a "system of authority" is explored and related to educational administration practices. The educational trends of clinical supervision and individualized programming within special education are analyzed to illustrate how the redefinition of power as a facilitative system presents a viable alternative paradigm. Characteristics of facilitative power include increased autonomy and decision making of professional staff, encouragement of innovative problem-solving approaches, and reduction of the centrality of the administrator role. Professional power generated by a system of facilitation, or power through others, is distinguished from formal authority, or power over others. A conclusion is that professional power is most effective in truly professional settings, of which individual autonomy is a primary element. (44 references) (LMI)