The actualization of educational improvements in school systems necessitates an innovative climate. A schematic diagram shows seven functions as constituting the planning and inventing process for educational improvement. Of these seven functions, four are developmental and adaptation processes, and three provide for the routinization of building changes into a system. Management of educational improvements in a school system requires organization of these diverse processes. Three suggestions for promoting an innovative climate are as follows: (1) Coordination, the steering and development of innovative processes, is necessary. (2) Structures to manage innovative processes can be created and existing ones utilized (seven types of structures are described). (3) Climate, a diffuse concept in educational literature, can be replaced by the well-defined, social-psychological concept of group norm, which specifies organizational conditions promoting innovativeness. The necessary elements of a norm are a group, interaction time among the group, specific ideas of desirable or undesirable behavior, and sanction. Empirical data on innovativeness norms and nine different strategies for changing norms are presented. (MLF)