SeedPod Consulting.

Seed Pod Consulting – Lynne Stone.

People don’t need to be managed; they need to be unleashed. 

You can help people find things in themselves. 

If you want to improve performance , improve thinking.

Coaching or mentoring

Coaching is about asking questions.

Mentoring coaching is a strategy in coaching. So one of you know something. It is a developmental partnership. No judgemental support and encouragement. The mower is that it is a personal relationship about goal achievement and problem solving.

What can mentoring look like. Mentor bs coaching. Novice expert. Critical friend. Coach learner. Part of a support network. Part of a community of learners. 

We don’t know everything. 

Define mentor?  What qualities would you like people to say about you as a mentor.

Qualities needed by effective mentors. One to  37 investment buy mentoring other people. Can reach 37 other people. 

Mentors say. Listen empathy supportive good community on skills. Experienced. Mentees say want honest feedback approachable accessible willing to engage supportive understanding good communication provides honest feedback knowledge and experience. 

Coaching strategies are all about collaboration and feedback that encourages reflection. Setting goals and taking action. We learn more alongside someone rather than nutting it out yourself. The two of you become a thinking partner. The day you think you have got it you have stopped growing. 

Fundamentals. Trust is built and constructed over a period of time. You need to earn trust. The nature of trust. Honesty and integrity openness in communication keeping your promises protection the  interests of others as well as you own. What lense or window do people seeing you in. Certain things must be communicated face to face. No by email. 

Trust is experiential. The feeling one person is capable and reliable and supported by past actions. 

People are like icebergs. Behaviours above water. Below. Perceptions attitudes values and beliefs. 

Hugh Mackay. What makes us tick? 2010. Despite to be taken seriously the desire to be useful. The desire to belong. The desire for control. The issue you are presented with is rarely the issue. 

Building a relationship. Iceberg. Awareness of own agendas and hot spots. Awareness of languages w focus on the the thinking of the people you work with not the particular issue.   Focus on clarity of communication and expectations  – listen. Your hot spot? What concerns you about what people think of you.   Language. What other ways can you do this. 

Turn the silos into reservoirs. Two guys on a building site. What are you doing one is building a cathedral the other says digging a ditch. 

Supporting teaches. Clear expectations communication feedback growth plans. This relationships. People will do amazing things if they want to do it. Time is not necessarily the issue. 

I know that you believe you understand what you think I said, but I am not sure you realise that why you heard is why I meant. 

Preparing to listen. 

Let go for the need of control. Clear soemspace in your mind. Prepare to just listen tune into the other person. Make sure the setting is conducive. Listen to the emotion and body language with words. 

Active listener. Pay intention. Show that you are listening. Provide feedback. Defer judgement. Respond appropriately. 

Empathic responses. Repeat words back. Rephrase the content. Reflect the feeling as shown in words and body language. Rephrase the content and reflect feelings. 

Four faces of insight. Awareness of the dilemma reflection motivation illumination. 

The ability to speak may languages is valuable, but the ability to keep your mouth shut in any language is priceless. 

The solution is not I will take your problem for you. 

Reflection hindsight foresight insight. Help sort out past and present  practice. Lead profesional forms
Of inquiry. Assist to ask questions about their practice. Provide a way to think forward by analysing current scenarios. 

Questions hold the power to think create answers we believe in and motivate us to act on our ideas. What worked well this week. Why problems dos you encounter. Why can you do differently. 

Why ask questions?  
Quality conversations. Easy setting goals planning solving solving problems. Hard giving feedback changing attitudes and behaviour improving performance discussion career plans. Leading change. Link to strategic plan. 

Why are you going to do in the first 100 days and change is not part of it. 

Feedback. Evidence based. Specific. Timely. Not overwhelming. Actionable. Based on why you want to achieve in the first place. Restrict to what you know for certain. 

Prepare well. Purpose. Hope to accomplish. Assumptions of persons intentions. What buttons of mine are being pressed. Rehearsal. My needs and fears. What is the other person likely to be thinking about. 

Positive feedback. Practice being specific succinct and generous. Make some notes about the impact this has on your team. Be as specific as possible in your notes. 

What will enable you to be successful in this role?     Space staff welfare engaging staff expectation. Links to strategic plan and mission statement. Positive message for improvement. Framework for thinking. Parameters. Links with accreditation. Peak performance. How will you build the trust. Consultation ahead of time. Underpinned by research evidence based. Training so skilled at being a mentor. Pilot. Link into skills of the experienced teacher. Level playing field. Time. 

Questions from group. Time. Training. Team building. Mindset. B

UN Webinar on Sustainable Development Goals: Implementation – draft notes for delegates

Summary:  Means of implementation and the Global Partnership

The area I am to examine is the Means of Implementation and global partnership for the sustainable development goals.  What follows is an abstract of points 60- 71 which is followed by an attempted analysis and commentary. Apologies for the formatting – it is cut and paste from the main word document I have.

Key Link:

In essence the focus is:

  • Point 60 and 61 the focus is to reaffirm our strong commitment to the full implementation of this new Agenda and realise the equal importance for the Goals and Targets and establish equal priority in implementation
  • Point 62 A revitalised global partnership for sustainable development supported by policies and actions outlined in the Addis Ababa Action Agenda 3
    • domestic public resources,
    • domestic and international private business and finance,
    • international development cooperation,
    • international trade as an engine for development, debt and debt sustainability, addressing systemic issues and science, technology, innovation and capacity-building, data, monitoring and follow-up.
      • Comment: Addis Ababa Action Agenda 3 Third International Conference on Financing for Development (Addis Ababa Action Agenda), adopted by the General Assembly on 27 July 2015.
      • Pont 63 Cohesive nationally owned sustainable development strategies, supported by integrated national financing frameworks, will be at the heart of our efforts.
        • Comment: Recently there has been some funding cuts in AUS AID
      • Point 64: We support the implementation of relevant strategies and programmes of action
        • Comment here are sited several programs of action including Istanbul Declaration and Programme of Action and African Union’s Agenda 2063
      • Point 65 we recognize that middle-income countries still face significant challenges to achieve sustainable development.
        • Yes middle income countries have their own issues which need to be addressed. This is quite a balancing act.
      • Point 66, Underscore that public policies and the mobilization and effective use of domestic resources, underscored by the principle of national ownership, are central to our common pursuit of sustainable 3 Resolution of the The Addis Ababa Action Agenda.
        • Comment on National Ownership – to be honest I am not sure how this can be possible except for developing a national culture of sharing
      • Point 67 Private business activity, investment and innovation are major drivers of productivity, inclusive economic growth and job creation.
  • Point 68 International trade is an engine for inclusive economic growth and poverty reduction, and contributes to the promotion of sustainable development.
    • Comment: Jury still on the effect of the proposed Australian free trade Agreement but this may or may not be an area of value
  • Point 69 we recognize the need to assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief, debt restructuring and sound debt management, as appropriate.
    • Comment: This is where a combination of Govt, NGO and TNC based initiatives could assist
  • Point 70 – Technology Facilitation Mechanism which was established by the Addis Ababa Action Agenda in order to support the sustainable development goals.
    • Comment – what does this mean – I interpret it as a cloud based platform to achieve a series of specific operational goals.
  • The UN Task Team on Science Technology and Innovation (STI) for SDG will promote coordination, coherence and cooperation within the UN system on STI. This specifically involves a Multi- stakeholder forum on STI for SDGs.
  • An on-line platform will be used to establish a comprehensive mapping of, and serve as a gateway for, information on existing STI initiatives, mechanisms and programmes, within and beyond the UN.
  • The Multi-stakeholder Forum on Science Technology and Innovation for the SDGs will be convened once a year, for a period of two days,
  • The meetings of the High Level Political Forum (HLPF) will be informed by the summary of the Multi- stakeholder Forum
  • Point 71: We reiterate that this Agenda and the Sustainable Development Goals and targets, including the means of implementation are universal, indivisible and interlinked.

Comments for implementation:


Referring to an earlier comment about national ownership may I make the following Reflections/ commentary?

  • Federal decision making initiatives
    • Federal Foreign Minister Julie Bishop’s UN Statement September 2016
    • National support thought leaders and doers: –  Healthy Skin Fiji
    • National independence in how we address SDGs
    • Digital National Leadership:
      • Social media engagement
      • Digital community SGD groups in the context of The UN Task Team on Science Technology and Innovation (STI) Point 70
      • @plu on Twitter if you would  like to connect with me in this context.
  • State Based Decision making initiatives
    • Leverage our school professional association such as the PTC of NSW for workshops into incorporating the goals into curriculum planning meetings.
    • Academic organisations such as the Geographical Society of NSW which have committee membership from universities around NSW
  • Local based decision making initiatives
    • Linkages with Local Council and their initiatives. Our schools has 200 boarders and students from dozens of local urban councils. So if we model a local council initiative then our students can do the same thing in their local community. For example Hornsby Council Community groups include:
      • Bushland management
      • Catchment remediation
      • Floodplain risk management committee
      • Homelessness task force
      • Bushfire management committee
      • Heritage advisory committee
      • Local Hawkesbury estuary management committee
      • Sydney coastal councils group
      • Hornsby and Central coast advisory council of community relations
    • School Based community decision making initiatives
      • Outreach
      • Exodus Foundation
      • Loreto Rural Partnership


Non- formal Education

Nonformal Education – beyond the classroom walls

Year 10 recently returned from three days in Canberra which was endorsing of a form of learning not always viewed as a priority. In academic circles it is known as nonformal education which is best defined as learning that happens outside the classroom. This is distinct from informal learning a student might pick up from a grandparent, siblings, friends or parents. 


In the developing world non formal education is a key to assist people gain employment as a pathway out of poverty.  This is evidence through strategies involving rural health programs, village literacy initiatives, rural development collaborations and specific programs for women in rural and urban areas. 


At Loreto nonformal education presents through experiences such as engagement in extracurricular activities, social justice initiatives, our Outreach FNQ program, community service such as at the Exodus Foundation, school leadership initiatives and subject excursions. These experiences also provide learning for future employment. 


The Canberra excursion for History and Integrated Learning provided nonformal learning by drawing on student’s emotional connections, by participating in activities in an authentic context and listening to real experts doing what they do for the Australian community. 


In speaking to veteran Sappers with their dogs or the laying of a wreath at the Australian War Memorial, students engaged with what they were learning at a more emotional level. Learning through this kind of experience usually enables greater retention and follow through. 


The knowledge of how the parliamentary system works and who is your local member takes a secondary role to witnessing articulate young women present cogent arguments for and against issues. The role play in parliament for a proposed Bill on free Wi-Fi on public transport was most interesting to watch. The Mock House of Representatives bill revealed genuine passion for issues, excellent ad lib public speaking and lessons about negotiating as a team, coming to a consensus decision and the presentation of a group position statement. 


We were fortunate to witness a constitutional sitting of the High Court concerning a present day refugee issue. The towering intellect of the female and male Justices on the bench was clearly revealed in their penetrating questions and impressive responses from the QC. 


What was the nonformal learning from these experiences? 


At the War Memorial the girls enhanced their learning by drawing on empathetic connections with those directly involved in issues in which they studied. The engagement with parliamentary procedures enabled learning which was contextually relevant in an active process. The High Court reinforced that learning can happen in silence, listening and appreciating being in the presence of tradition and experts. 


We heard several girls confirming they want to be an artist, barrister, get involved in politics or join the defence force. Others emerged from the experience with new skills to collaborate with others for a common goal. All these insights and skills can be picked up in the classroom though now and the learning can be very powerful beyond the classroom walls. 


AIS ICT Integration Conference 2015

AISITIC Conference Resources

Below are the links to the resources presenters provided at the AIS ICT Integration Conference

  1. Hash Tag for Twitter: #AISITIC15
  1. Conference Website and Program:
Keynote and Workshop Resources

Judy O’Connell

Rethinking Learning in the Age of Digital Fluency

Kelly Hobson

Beefing up Google Tools & Hapara

Angela Thomas

Being a Pracademic

Santa Sabina Learning Framework – resources and strategies

Nicky Ringland

Teaching Girls to Program

Session Doodle by Amanda Hogan

Nicky Ringland

Teaching Girls to Program

Girls Programming network website

Nicky Ringland

Teaching Girls to Program

Girls in computing presentation

Melissa Carson

Making Learning visible

Using online environments for whole school pedagogical improvement.

Nathan Dumbleton

Concept Cube

Malyn Mawby & Amanda Hogan

Our Vivid Experiences

Abbotsleigh IST video clips

Jackie Baxter

The Reggio Emilia Experience

Notes to support Table Session

Nicky Ringland

Python & Pygame Resources

Tutorial: Teacher notes:

Kelly Hobson

Beefing up Google Tools and Hapara

Tim Clark


Geraldine McNulty and Vanessa Petersen


Google Form for evaluation and feedback at the end of the workshop.

Geraldine McNulty and Vanessa Petersen


Link to a Blendspace that contains resources for the workshop

Emma Clemens

Digital Citizenship


Meridith Ebbs

Closing Keynote – Blending IT

Summary of a great conference.

Matt Burns

Flipping the K-12 Classroom

My blog – ‘Flipping My Primary Classroom’. Charts my journey over the past 3 years. Full of insights and lessons learnt…

Geoff Lancaster

Embedding Makerspace into the curriculum


Angela Thomas

Being a Pracademic


The role of reflection for Assessments and Yearly Examinations

There are 5 Pillars to help you with your learning: planning, relaxation, concentration, mindfulness and reflection. Reflection involves pondering the present or past experiences with an eye on the future. It is a personal journey in which your experience of reflection evolves and matures over time.  It is a potent tool in the arsenal of learning.


Reflection is a personal experience: When I was at school all examinations were in the same hall and I had the same seat.   So each year twice a year two seats in front of me to the right was a friend who was Dux every year of my schooling. He would have his hand up for a new examination booklet while I was on page two of my booklet.  My immediate reflection was I wish I could write that fast and that much and resolved after that examination to see what I could do to achieve that goal. My reflection lead to an action which was to learn more content, work faster and practice writing more – sadly at the expense of my written legibility, to which  some of you will attest.


Often I reflect upon what he did to get such great results so I can offer those suggestions to you. No doubt he was academically gifted, well beyond my expectations and capability, though on deeper reflection, and over three decades later, I can see a pattern I had not discerned while at school.   He identified and worked to his strengths. In a pre – internet era  he used resources that were not in standard textbooks and he was hugely organised, disciplined with his time, focused and driven, could work quickly, played high level sport, was exceptional at debating and public speaking and is a decent human being of integrity.


My experience of a personal reflection of an event 37 years ago, has evolved and matured. The same should apply for you.


Reflection in the present moment: reflecting in the current moment is a powerful tool to make a note of an issue and then move on with the task at hand. In my Year 12 HSC Maths Examination I had one look at Question 10 and I panicked.  As I looked around the hall I was not the only person with concern – though my friend two seats in front of me to the right was ok working away. It was the only time in my era of examinations that I had to park my feelings, reflect on the current situation, decide on a course of action and move on. There was no further action and reflection required.  I could not and did not answer the question correctly – nor did a lot of other students.


What is your reflection in the present moment during an assessment period?    For example, you are in the middle of an assessment and you realise your notes are good, however, you are spending too much effort trying to recall facts and not allowing time for analysis and evaluation.  You should make mental note (instant reflection) to change your approach for the next assessment task – start learning the work earlier.


Reflection for future action:  Depending on how you feel about a task, your immediate post task reflection may involve a range of emotions from acceptance, relief, blame, jubilation or concern about your performance.  This will depend on your expectations, level of understanding and preparation for the task.  Once the emotions subside it is important to set aside time to assess your planning, relaxation, concentration and mindfulness in relation to your expectations and performance. This is the time to put into action a refined strategy to achieve realistic expectations and performance for the next round of assessment tasks.


Well that is the last of five themes for helping you with your Assessments and the Yearly Examinations. We hope these have been of some use for you.