This four-part paper examines formal and informal organizational structures at Selinsgrove Area Middle School, which serves about 1,000 students in grades 5-8. Part I presents a brief history of the founding of the school and the court battles preceding its construction, and the reasons why the initial steering committee chose a middle school organization operating on the team teaching and open space concept. Part II details the formal organizational structure of the school, including formal codes and procedures for staff and students; the structure of authority; formal means of staff and student evaluation; and influences on the organization from the state, teacher unions, parent groups, and professional associations. Part III discusses social organization and relationships in the school, including the influence of teaching teams on teacher and student networks; informal staff values related to cooperation and conflict; informal codes of behavior related to teacher conformity and student discipline; cliques and patterns of association among teachers, support staff, and students; sexist attitudes of male staff; relationships of the power structure to the formal authority structure and to cliques and networks; and informal means of teacher evaluation, reward, and "punishment." Part IV suggests a plan for organizational evaluation and change based on several theoretical models of change and change strategies. (SV)