An earlier report examined the relationship of school system innovativeness to selected dimensions of interpersonal behavior in eight school systems as revealed through data collected in 1967. The major implication of this study suggested that the climate of the schools might be changed to make them more receptive to innovation from within or from without the system. The study replicates portions of the 1967 study, and has the additional objectives of relating findings to organizational models and delineating characteristics of an innovative school system. System innovativeness is determined through the study of data collected from a random sampling of professional staff members in the eight school systems. The variables studied to determine the ranking of the system include staff perceptions of school system interpersonal process norms, norms of staff meetings, function of the principal, and other influences. Four major concepts examined and related to a framework for organizational growth are organizational health, an organization conceived organically like a living organism, Likert's model of the human organization, and Mooney's model of creative systems. In the final section, a number of generalizations concerning innovativeness are presented following a review of the data gathered from the 8-school study. These characteristics are presented, and a profile of innovative school systems is developed. See previous related study, ED 029 808. (Author)