School climate, also known as organizational health, has been described as the atmosphere, culture, resources, and networks social aspects of a school (Collie, Shapka and Perry, 2011). School climate involves three dimensions: relationships among organizational members, personal development of members, and organizational maintenance and change (Collie, Shapka, & Perry, 2011). When we consider the relationships between members of the organization, organization, we must consider the set of relationships that make up the school environment. The student/teacher relationship is the most common relationship in school, and rightly so. For effective teaching to occur, teachers must be able to establish strong, quality relationships with their students (Marzano, Waters, & McNulty, 2005). These relationships must move beyond the surface level and evolve into relationships built to manage the often complex intricacies of the student/teacher dynamic. Peer relationships serve another important dynamic in overall school culture. These peer relationships include both student to student and teacher to teacher. For an effective environment to exist, each of these peer groups must have quality working relationships built for collaboration. The personal development of members within the school environment is an important part of the overall school culture (Collie, Shapka, and Perry, 2011). . For growth of culture to take place, there must be growth of individuals within the culture. This is true for students and teachers alike. Students must not only continually progress academically, but must also demonstrate growth within the school culture. Likewise, teachers continually need...... middle of writing ......A systematic review of the empirical literature. (R2Ed working document no. 2011-1). Retrieved from the National Center for Rural Education Research website: http://r2ed.unl.eduWaldron, N. and McLeskey, J. (2010) Establishing a Collaborative School Culture Through Comprehensive School Reform. Journal of Educational and Psychological Consolation. Taylor & Francis Group, LLC. DOI: 10.1080/10474410903535364Walberg, HJ and Walberg, HJ, III (1994) Losing local control. Educational Researcher 23/5 (June/July 1994): 19-26. Waller, W. (1932). The sociology of teaching. New York: Wiley.Waters, JT, Marzano, RJ and McNulty, B. (2004) Leadership that sparks learning. Educational Leadership, 61(7), 48-51. Wildy, H. and Clarke, S. (2008). Running a small, remote school: facing a culture of acceptance. University of Western Australia. Crawley, Austral