Jeanette Breen

Jeanette Breen

Learning Specialist at Templestowe Heights Primary School, Victoria

Jeanette Breen joined Templestowe Heights Primary in Victoria as Learning Specialist in 2017. Her role includes instructional practice, assessment and data literacy. Jeanette works across classrooms, mentoring teams and building efficacy through inquiry. Strategic shifts in practice, innovation and positive student outcomes have seen THPS recognised as a School of Influence and leader in the Inner East Network for consecutive years. Jeanette has 20 years’ experience as a classroom teacher in Victoria and holds a Professional Certificate in Clinical Teaching and Masters in Instructional Leadership through Melbourne University.

4 total results
Student writing – comparative judgement and feedback
Student writing – comparative judgement and feedback
May 26,2021

The process of comparative judgement for schools in the first ever Australian project resulted in student data that provided a writing age and an assigned NAPLAN band. The question for the Year 3/4 Team at Templestowe Heights Primary School was what to do with the information.
literacy, writing, assessment, feedback, evidence-based practice, long reads
Using comparative judgement – data from the Australian Writing Assessment Project
Using comparative judgement – data from the Australian Writing Assessment Project
Apr 08,2021

In today’s article, Daisy Christodoulou and Jeanette Breen share details of the Australian Writing Assessment Project, which brings together 25 schools to trial a technique called Comparative Judgement, and some of the early feedback and findings.
literacy, writing, assessment, evidence-based practice, long reads
Assessing students’ writing using comparative judgement
Assessing students’ writing using comparative judgement
Mar 02,2021

In a recent Teacher article, Learning Specialist Jeanette Breen shared how Templestowe Heights Primary School (THPS) in Victoria has improved its writing moderation process. Here she describes a new step that aims to bridge the gaps that still exist for staff, through an assessment process known as comparative judgement.
literacy, writing, evidence-based practice, assessment, long reads
A whole-school approach to moderating student writing
A whole-school approach to moderating student writing
Nov 16,2020

Working with colleagues to assess and moderate student work enables teachers to make consistent judgements of achievement and progress. In our latest reader submission, Learning Specialist Jeanette Breen shares how Templestowe Heights Primary School has improved its writing moderation process and five tips for a more successful experience.
assessment, literacy, writing, professional learning, reader submission, long reads