This paper describes the positive changes in the organizational climate and the role of the principal in one high school during four years of implementing the Spencerport (New York) Effective Schools/Teaching Project. A gradual increase in the building level commitment of the project has led to a redefinition of leadership to include the Building Planning Team, the principal, assistant principals, and members of various subcommittees created by the Planning Team. The yearly establishment of agreed-upon goals has improved communication, cooperation, and participative decisionmaking on (1) allocation of resources; (2) specific issues such as training teachers in the preparation of criterion-referenced tests; (3) the development, chairing, and carrying out of goals of subcommittees, and (4) agenda preparation. These changes have resulted in major shifts in the relationship of the Planning Team to the school principal and in the principal's role. Because team members have assumed more responsibilities, the principal's role has shifted from that of director and supervisor to that of advisor and resource person. Administrative staff services have also changed in the past four years, especially in areas of student discipline and teacher supervision. Supervisory and support services changes are still in process. (IW)