Educational administrators and innovators need to become aware of the ideologies hidden in systematic management and organizational development theory if they wish to provide creative leadership in initiating and implementing educational change. Teacher Corps experience supports the notion that effective change is best implemented through a collaborative working relationship between teachers, administrators, students, and community members. A comparison of the consensus model and the conflict model of governance serves to illustrate the dissimilarities in the various schools of administrative thought. The Teacher Corps attempts to address the dilemma of creating a compromise management system in an educational organization previously structured around either a cold, strictly factual or a lax, personalized approach to management. The Corps suggests that administrators consider a different change model if educational change is not to be merely cosmetic, a possibility revealed by a case study concerning the detrimental effects racial tension exerted on a specific Teacher Corps project. (LH)