This study examines the organizational structures of schools and school systems using six complementary but distinct perspectives--societal, intentional, structural, analytical, portrait, and narrative--in order to ascertain the appropriateness of structural revision in relation to changes in Canadian society. Following an examination of the assumptions behind many hierarchical organizational structures and the effects of these assumptions on individuals, some different and potentially creative assumptions are explored, which emphasize the individual rather than the organizational imperative. Temporary structures and collateral organizations are presented as suitable for experimentation with these new assumptions. Administrators are urged to examine educational structures in light of these considerations. (TE)