Instructional Leadership in Action

Patty Maxfield

Dr. Patty Maxfield supports school and district partnerships focused on building leadership capacity and instructional expertise. She is a strong advocate of using evaluation practices as a formative process and employing instructional practice data to inform the development and implementation of professional development. Patty has been involved with public education for more than 35 years as a teacher, teacher leader, facilitator and administrator. Her passion is continually enhancing instructional practice to develop democratic, thinking-based learning for students and teachers. Patty received her Ed.D. degree from the University of Washington's College of Education and her master’s degree in education administration from Western Washington University.

Recent Posts

Eliminating the achievement gap: systems and structures from the ground up

by Patty Maxfield Mar 28, 2018

Do we really believe all students can achieve to high levels of success? Are we willing to confront issues of inequity and bias? How far are we willing to go to ensure every voice is heard? In the Newhall School District, we have answers in the power of a personal story, or in this case, three stories.

In the March/April 2018 issue of Leadership Magazine from the Association of California School Administrators, Jeff Pelzel and Patty Maxfield describe the importance of developing a culture of learning and collaboration across schools to address specific learning needs of students. They show how to use an instructional leadership inquiry cycle and other structures to build the capacity of school leaders to target the ultimate goal of eliminating achievement gaps.

Read the article

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Teacher evaluation study shows need for continuous professional development

by Patty Maxfield Oct 23, 2017

A recent study on the implementation of revised teacher evaluation systems reveals implications for education policymakers across the country. It describes characteristics of evaluation systems that focus on growing instructional practice.

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New training helps districts move to version 3 of the 5D+™ Rubric

by Patty Maxfield Apr 26, 2017

Beginning with the 2017 school year, the State of Washington Office of Superintendent of Public Instruction (OSPI) requires that all Washington districts currently using the 5D+ Rubric transition to version 3 of the rubric: the 5D+ Rubric for Instructional Growth and Teacher Evaluation.

The Center for Educational Leadership's (CEL) 5D+ Rubric Transition Training helps principals, central office leaders and teachers recalibrate their understanding of the teaching and learning practices described by each indicator, transitioning from version 2 to version 3 of the 5D+ Rubric.

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With ESSA, it’s (finally) time to put growth at the center of teacher evaluation

by Patty Maxfield May 10, 2016

In education policy — as in life — there are few second chances. So it’s exciting to see that as a result of the Every Student Succeeds Act (ESSA), teacher evaluation seems to have gotten one of these rare opportunities to reassess and change course.

ESSA hands more policymaking power to states and districts. States will have complete control over teacher evaluations and more power over how test scores and other factors figure into accountability. In fact, state legislatures have already started to change assessment and accountability requirements.

So how should we use this second chance to design a teacher evaluation system with the right priorities that helps both students and teachers reach higher levels?

The short answer is: with a focus on growth.

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3 New Resources to Keep Your Teacher/Principal Evaluation System on Track

by Patty Maxfield Jan 5, 2015

A few months into the second year of statewide implementation of new teacher and principal evaluation systems, most educators in Washington state seem to know their way around the new approach to evaluation and professional development. In a statewide survey, almost 80 per cent of teachers said that they were very or somewhat familiar with the revised evaluation requirements. Among principals and district leaders, almost 90 per cent reported understanding the various components of the teacher evaluation.

As I travel around the state to coach teachers and principals on how to use and implement our 5D framework and 5D+ Teacher Evaluation Rubric, I'm excited to see so many educators embrace this new growth-oriented evaluation mindset.

We all know that improving instruction doesn't happen overnight, it's an intentional and lifelong process that requires constant attention and focus. To keep the new system on track, districts need to look beyond the initial implementation and plan for the long run.

Here are three short updates on new state guidelines and upcoming Center for Educational Leadership (CEL) resources that can help you with this important task:

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Learning side by side: Teachers and principals work together to strengthen instruction

by Patty Maxfield Aug 1, 2014

The Kent (Washington) School District evaluation team — a partnership of principals, district leaders, and teachers union representatives — had been working together for seven months. The group’s task: to agree on one of three state-approved evaluation tools for the district.

With the aid of a Washington Education Association facilitator, the team adopted the University of Washington Center for Educational Leadership’s 5D+™ Teacher Evaluation Rubric and an instructional framework called the 5 Dimensions of Teaching and Learning™.

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