Under current societal conditions in which the environment and the economy are neither stable nor permissive, homeostatic organizations are in extreme danger of being modified, controlled, or extinguished by outside forces. It is no longer a question whether management change should take place in order to keep organization renewal processes at work, but how management is going to change and how this change is going to be controlled. For this reason, it is necessary to take another look at the school as an organization and to examine the organization in light of its systems, its organization goals and problems, its management processes, and the skills and abilities required to keep the organism adaptive and in a state of readiness for contingency management. Against this background, a procedure or set of techniques used in developing and implementing a management (administrative) team in a small, conservative New England school district is presented. Topics covered include self-assessment--organization diagnosis, central management team's goals for the system, third-party consultants, management training, management development, problem-solving, advocacy levels, temporary systems, time for meetings and modes of operation, and assumptions in the developmental team model. (Author/IRT)