Findings of a study that examined facilitator leadership in three teacher collegial groups (TCGs) and the effect of school organization on facilitator leadership behaviors are presented in this paper. The teacher work redesign program was implemented in a rural Georgian school district to enhance teacher independence and empowerment. Methodology involved field observation; a survey of all TCG participants in three schools, which elicited an 88 percent response rate; and interviews with three participants from each school--the TCG facilitator, the principal, and one TCG member. Findings indicate that teacher work redesign implies the following role changes for supervisors and teachers: (1) supervisors, as networkers, can achieve more efficient teacher supervision; and (2) teachers can act as peer observers, mentors, and staff developers. However, TCGs did not lead to teacher reflection or longterm professional growth. The lack of program impact could be due to its 1-year duration and the embedded characteristics of the teaching profession. Six tables are included. Appendices contain information on the TCG meeting format, the survey and findings, an assessment of teachers' year-long focus and meeting game plans, the interview guide, and field observation notes. (Contains 37 references.) (LMI)