This paper illustrates how organizational theory can be usefully applied to issues of classroom management. A review of research findings on the relationship between the teacher's use of authority and the implementation and outcomes of "complex instruction" is offered. "Complex instruction" refers to instruction in which different groups carry out different activities at a pace not directly regulated by the teacher, and is characterized by rotating groups, uncertainty, and development of higher order thinking skills. Literature suggests that the teacher role is changing from direct supervision to one that delegates authority, treats status problems, develops students' thinking, and provides specific feedback. A training program to prepare teachers for the delegation of authority includes a workshop, which consists of lectures and a practicum, and followup evaluation and feedback, which is based on the Teacher Observation Instrument and the Whole Class Observation Instrument. Four figures are included. (14 references) (LMI)