"The school principal must assume new roles and utilize new skills to implement a school-linked service effort. It is likely that the principal's school leadership training did not emphasize collaborative leadership and shared decision making with other community agencies. These skills, however, are essential for the establishment of school-linked services.

First, the principal must be an active participant in developing whatever is to happen on or near the site, sharing information about the children and the community, connecting the planning group to parents and teachers, and providing a 'reality check' for planners who may not be well connected to the day-to-day working of school and community.

Second, the principal must serve as an advocate for an expanded school role in working with families and other agencies, making the case with his or her peers, communities, and school staff. Teachers especially need encouragement and assistance from the principal to expand their agenda to work more actively with families while maintaining their primary focus on academic success.

Third, the principal must reorganize and link teachers and other staff members on campus with staffs from other community health and social services agencies. Sometimes the strength of a major collaboration can be broken by a lack of interpersonal communication and understanding among these staffs.

Fourth, the principal must act as an 'enabler,' promoting the involvement of other staff and community members in planning and monitoring a school-linked service effort." (p. 103)

"In general, the school administrator acts as interpreter between the school staff and the outside staff, controls the traffic flow, facilitates the use of the services, and is in charge of whatever happens under the school roof. The principal has to set out policies for the release of students from the classroom and work with the clinic staff to schedule appointments at appropriate times." (p. 152)