This paper outlines a school climate improvement project conducted by the Pennsylvania State Department of Education and based on an intervention model for changing school climate. The model reflects the views of school effectiveness according to several researchers and emphasizes: (1) an integrating, ongoing problem solving attitude within the school community; (2) the presence of strong leadership; (3) high teacher expectations; (4) a collaborative approach to decision-making by school personnel; and (5) a focal point to change efforts. The paper discusses the planned change steps in the climate improvement model with emphasis on the entry, diagnosis, action planning and implementation/evaluation of the change agent. Also included is a list of general climate factors and climate determinants, as well as program, process, and material determinants that affect school climate. (JCD)