This paper examines the relationship between demands for site-based management and restructuring as they bear on recent theory and research on power in organizations. It also defines and describes the new face of power in the schools--facilitative power, power exercised through, rather than over, subordinates. The bulk of the paper consists of an attempt to show how power sharing is already in place in many current school activities. Six programs that encourage facilitative power are described: the Individual Educational Program in special education; the consultant teacher model, increasingly a component of special education delivery systems; peer consultation; cooperative learning; thematic, multidisciplinary curricula in which staff members work a specific curricular theme into the school activities; and community/alternative schools, which take curricular themes much further. These programs are discussed in relation to four characteristics of facilitative power: resource management, human resource utilization, supervision, and networking. Conclusions are that many school administrators already possess facilitative skills and knowledge and that the potential of a restructuring plan can be measured by its effect on administrators' ability to utilize facilitative power. One table accompanies the document. (45 references) (LMI)