This document examines the factors that hinder effective change in curriculum development and inservice education at the school district and building level and suggests strategies for promoting a climate conducive to such change. The school district/building is described as a political environment, influenced by relationships between teachers, administrators, students, parents, and other special interest groups. These influences are arranged into four clusters (internal--formal and informal, external--formal and informal), and examples of each are given and briefly discussed. Prospects for educational change are viewed as possible if those involved realize the political nature of the institutions in which they function and make a continuous effort to deal openly and trustingly with others. Specific examples of approaches which have worked in promoting change are cited, grouped into the four clusters previously described. The paper closes with a statement of need for both preservice and inservice educators to become familiar with the school as a political institution in order to produce effective change. (MB)