Loose–Tight Leadership
Principals of professional learning communities understand that while
they must encourage individual and team autonomy, they must also
provide staff with guiding principles—criteria teachers can use in assessing
their ongoing decisions and actions. Teachers should not be encouraged
simply to go off and do whatever they want; rather, they should be
provided with clear guidelines and boundaries that direct their work on a
day-to-day basis. While principals of effective learning communities promote
autonomy, they are also vigilant, no-nonsense protectors of their
schools’ vision and values. They can be “loose” on the particular strategies
teachers use to advance vision and values, but they remain passionately
“tight” on the fact that vision and values must be adhered to. They
can be “loose” about what means are used to achieve an end, but they are
unshakably “tight” on the end itself.
Principals do not empower others by disempowering themselves. They
cannot send the message that everything is acceptable: They must stand
for something. They must lead, and this is a task that requires them to be
both ardent advocates of teacher autonomy and passionate promoters and
protectors of shared vision and values. Empowered teachers and strong
principals are not mutually exclusive. Schools that operate as learning
communities will have both.
—DuFour and Eaker, 1998, pp. 187–188