As part of a larger investigation of the effects of introducing a formal unit structure into elementary schools, an attempt was made to predict in which of the newly unitized schools teachers would first show an increase in task interdependence. Prominent among the various features under consideration in the prediction study are teacher norms concerning collaboration. By adopting the general outline of item development and conceptual consideration of Jackson, two behavior scales were created, one for autonomy and one for equality. Also using Jackson's framework and computational procedures, a normative power value for schools was derived. The measure is useful for organizational studies of the school. Its ease of administration and scoring as well as the relationships between the constructs and other organizational variables of theoretical significance suggest the measure might be applied broadly. (Author/IRT)