Based on the assumption that a positive environment is an important component of a well-run school, this monograph offers techniques to school principals for evaluating and improving school climate. Topics covered include assessing school climate, planning for climate development, providing leadership for climate improvement, improving classroom climate, and improving home-school relationships. The author concludes that high levels of productivity and satisfaction are goals for all persons who work and study in schools. However, the level of productivity and satisfaction attained by students must have first priority. Diagnosis of school, classroom, and home or community environments serves as a basis for implementing climate improvement projects, which must be carefully monitored and evaluated. Administrators who desire to improve school and classroom climates need to be committed to the belief that schools can be better and to be willing to test different approaches to climate improvement. (Author/WD)