cooking for the new generation
|
|
- Noel Armstrong
- 7 years ago
- Views:
Transcription
1 cooking for the new generation 2 nd Edition 2007 breakfast lunch training National Food Service Management Institute The University of Mississippi Item number ET
2 This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through an agreement with the National Food Service Management Institute at The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. The University of Mississippi is an EEO/TitleVI/TitleIX/Section 504/ADA/ADEA Employer. 2008, National Food Service Management Institute, The University of Mississippi Except as provided below, you may freely use the text and information contained in this document for nonprofit or educational use providing the following credit is included: Suggested Reference Citation: National Food Service Management Institute. (2008).. University, MS: Author. The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these images. For more information, please contact nfsmi@olemiss.edu. ii
3 National Food Service Management Institute The University of Mississippi Building the Future Through Child Nutrition The National Food Service Management Institute (NFSMI) was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford. The Institute operates under a grant agreement with the United States Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of the NFSMI is to improve the operation of Child Nutrition Programs through research, education and training, and information dissemination. The Administrative Offices and Divisions of Education and Training and Technology Transfer are located in Oxford. The Division of Applied Research is located at The University of Southern Mississippi in Hattiesburg. MISSION The mission of the NFSMI is to provide information and services that promote the continuous improvement of Child Nutrition Programs. VISION The vision of the NFSMI is to be the leader in providing education, research, and resources to promote excellence in Child Nutrition Programs. Education and Training Division Technology Transfer Division The University of Mississippi 6 Jeanette Phillips Drive P. O. Drawer 188 University, MS CONTACT INFORMATION Administrative Office The University of Mississippi Phone: Fax: Applied Research Division The University of Southern Mississippi 118 College Drive #10077 Hattiesburg, MS Phone: Fax: iii
4 Acknowledgments WRITTEN AND DEVELOPED BY Betty Campbell, MS, RD bjcampbell Design Fort Worth, Texas GRAPHIC DESIGN BY Betty Campbell, MS, RD bjcampbell Design Fort Worth, Texas VIDEO PRODUCTION BY Pennebaker Susan M. Pennebaker Houston, Texas NFSMI PROJECT CONSULTANT/REVIEWER Josephine Martin, PhD, RD, LD NFSMI PROJECT COORDINATOR Charlotte B. Oakley, PhD, RD, FADA NFSMI EXECUTIVE DIRECTOR Charlotte B. Oakley, PhD, RD, FADA In Memory Marlene Gunn, a pioneer in the establishment of professional purchasing practices in schools, assumed a leadership role in providing tools and training to those operating child nutrition programs across the nation. Ms. Gunn was the author of Cooking for the New Generation: Storing, Cooking, and Holding the New Generation Foods, 1997 BLT. This second edition continues to reflect Marlene s philosophy and teachings. Marlene dedicated her professional life to serving children by supporting the men and women employed in school kitchens. Additional publications by Ms. Gunn include First Choice: A Purchasing Systems Manual for School Food Service, 2 nd Edition and Choice Plus: A Reference Guide for Foods and Ingredients. Those of us who were fortunate enough to have known and worked with her appreciate the deep commitment she had to the welfare of children and excellence in child nutrition program operations, as well as ethical procurement practices and high quality food preparation as the basis for quality school food and nutrition operations. iv
5 2007 Breakfast Lunch Training Module Table of Contents Introducing Cooking for the New Generation, 2nd Edition Lesson 1: New Generation Students Lesson 2: New Generation Foods Receiving Lesson 3: New Generation Foods Storing Lesson 4: New Generation Foods Preparing Lesson 5: New Generation Foods Holding Lesson 6: New Generation Foods Serving Appendix Words to Know References Certificate of Completion v
6 introducing 2007 Breakfast Lunch Training Module Course Rationale The new generation of school nutrition program student customers is different in many ways from generations past. Their unique family and life experiences have given these student customers a desire to present their own individual appearance to others. In addition, they have market sophistication, specific meal preferences, and high expectations for service and quality of food. Along with the new generation, the array of value-added products available to school nutrition program managers and directors has undergone its own transformation and continues to change. It is expanding from a somewhat limited selection of basic foods to a much wider range of meats, poultry, fish, fruits, vegetables, grains, and dairy foods. The 2007 Breakfast Lunch Training (BLT) Module,, focuses on the skills needed to use value-added foods to meet the nutritional needs and expectations of our new generation customers. During the 1970s, food manufacturers began introducing products into the marketplace which had undergone processing to make them more convenient for use in school nutrition programs. Directors and managers tested those products in their operations, recognized their labor-saving benefits, increased their purchases, and asked for more. Student customers became accustomed to consuming many of these value-added foods through family purchases and dining out experiences. In present times students hear and see constant media marketing messages throughout their day and are further exposed to popular foods through their friends. They want the image, taste, convenience, nutritional advantages, and low cost these processed foods provide. The National Food Service Management Institute (NFSMI) recognized the growing popularity of these value-added foods and the need for clear information to guide their proper use. The 1997 BLT module, entitled Cooking for the New Generation: Storing, Cooking, and Holding the New Generation Foods was designed to meet this need. Since the publication of Cooking for the New Generation in 1997, manufacturers have expanded their product lines of value-added foods far beyond their initial meat and pizza offerings to include a wide variety of meats, poultry, fish, meal kits, fruits, vegetables, breads, and dairy products. The resulting new generation products often require different cooking techniques than traditional meals in order to ensure that the correct amount of food at the peak of freshness is offered on the serving line. Food service assistants play a vital role in ensuring that student nutrition needs and preferences are met within the requirements of school nutrition programs. They are in the kitchen area 1
7 ensuring that these value-added products are received and stored properly, prepared correctly, held to provide optimal appeal and safety, and served with hospitality. They are the key to effective use of these foods. Achieving program goals requires a personal and team commitment that must be shared by all who work in the operation of the program. Food service assistants carry out their responsibilities to ensure that this new generation of value-added foods is prepared as was intended in the writing of recipes, production records, and manufacturer s instructions. As a result, they can look forward to serving these menu items with confidence and satisfaction. Goals and Purpose The goals of this course are to help food service assistants respond to current student customer preferences with meals offering value-added foods that meet student expectations for appearance, taste, quality, convenience, and safety. follow instructions, directions, and/or recipes for receiving, storing, preparing, holding, presenting, and serving value-added products. The purpose of this course is to provide opportunities for food service assistants to develop practical knowledge of effective principles and practices to apply when using value-added products to satisfy student customer expectations. The six lessons in this course are designed to help food service assistants understand the expectations and preferences of new generation student customers. follow correct receiving procedures to ensure overall quality and safety of new generation foods. select the correct storage equipment and store value-added foods in a way that safeguards their quality and safety. choose appropriate preparation techniques and equipment to ensure overall food quality and safety. use food holding procedures and equipment that maintain optimal food freshness and safety. present and serve new generation foods in a way that highlights their appeal to student customers. Role of the Manager Leader A critical factor in achieving the desired goals of this BLT rests with how managers perceive their role. Offering healthy, delicious meals to a rapidly-evolving customer using an equally rapidly-evolving array of products is like trying to hit a moving target. In this setting, managers do well who see themselves as manager-leaders. They ask, listen, and learn from students; innovate with foods; gather feedback; and revise menus as a result. They guide, inspire, and teach food service assistants as they prepare foods for this new generation. 2
8 Food service assistants who observe their managers learning and leading alongside them will likely view them as role models and see themselves as important members of the team. They will perform their duties at their highest level, easing the load on the manager. The manager-leader, therefore, must demonstrate superior customer service skills by asking students about their food preferences and satisfaction. encourage food service assistants to greet students and ask for feedback on meals. try new recipes using value-added foods to keep menus fresh and appealing. follow the same operating procedures expected from food service assistants while producing appealing, high quality, safe meals. model learning by acknowledging when they do not have an answer to a situation and then obtaining the answer and providing feedback to the food service assistants. work with and through food service assistants, recognizing them as valued, respected members of the team. recognize and reward desired behavior when using value-added foods. Role of the Food Service Assistant Food service assistants, like students, are stakeholders in the program. The manager purchases their time, not necessarily their commitment. Research shows that people are more committed to tasks they feel competent in performing. Their commitment is proportional to their ability to make a difference and to the level of appreciation shown them. The topic chosen for this BLT demonstrates the value that is placed on the service provided by committed food service assistants. The role of the food service assistant is sometimes viewed as a passive one do what is assigned, do not suggest ideas. This course suggests that food service assistants can, when trained and consistently encouraged, play a larger role. They can learn from day-to-day work processes, capture feedback from students, and propose improvements that help achieve program objectives. When food service assistants commit to the program mission and see themselves as helping to improve the lives of students, wonderful things can happen. This training program invites food service assistants to engage in the program purpose. It helps them see their daily work as more than making a living through their paycheck; instead, they will make a life by the service they give to students. Course Instructor is designed to be presented by school nutrition managers or other trainers who know and understand the vital role of food service assistants. The instructor is a facilitator in the learning process and sets the stage by carefully planning each lesson to encourage participation, involvement, and learning. The instructor/facilitator s role is to help participants expand their knowledge, master new skills, and grasp the importance of their role in the school nutrition program. 3
9 BLT Framework consists of six lessons to be delivered in a face-toface setting. Lesson 1: New Generation Students Lesson 2: New Generation Foods Receiving Lesson 3: New Generation Foods Storing Lesson 4: New Generation Foods Preparing Lesson 5: New Generation Foods Holding Lesson 6: New Generation Foods Serving The lessons are self-contained and designed to be taught in 30 minutes. The time for each lesson may be increased by allowing more time for completion and follow-up of the activities in each lesson. discussion of the content presented by the instructor or shown in the video clips. participants to answer and discuss questions asked by the instructor. Scheduling the Training The instructor may choose to extend each lesson to a total time of 45 minutes to an hour in order for participants to earn certification credit. The course design is flexible. The lessons may be taught in sequence or individually as needed to address specific situations. Lessons may be used as just-in-time training or grouped and taught all at once in a longer session. The manager/instructor may choose among several alternatives when deciding on the framework for presenting the lesson(s). Here are some suggestions. The six lessons may be presented together as a 3-hour or longer workshop for food service assistants from a large school, several schools, a district, or multi-school in-service training event. The manager/instructor may use the individual lessons for just-in-time training. For example, the manager may see a need to work on preparation and choose to present Lesson 4, New Generation Foods Preparing in a 30-minute training session before or after the work day. One lesson may be presented for each of the in-service training days during the school year. The entire course may be taught as part of summer training in the district or as a breakout session during a professional association conference. Factors to Consider When deciding how to schedule presentation of the individual lessons, consider the advantages and potential concerns. 4
10 If lessons are taught individually, the time between lessons will allow participants to apply the lessons learned and to discuss their progress at the next class meeting. It will give them time to reflect on the material presented in the lesson and get clarification or reinforcement as well. the instructor has more time and flexibility to prepare for presenting each lesson. the instructor has more opportunity to gather information regarding questions or suggestions that arise before the next lesson rather than immediately moving forward. If all the lessons are presented in a single training session, the amount of set-up time is reduced. attendance may be better since participants are committing to one specific learning event. participants may stay better focused on content and develop more team spirit when working together in longer sessions. distractions and interruptions are less likely. The instructor may choose to use the lesson pre-training assessment and post-training assessment at the beginning and end of each lesson, throughout the day in a one-session workshop, or individually when lessons are taught over a period of time. Instructional Design The instructional design overall is consistent for each lesson with three learning objectives and a variety of learning strategies to support varied learning styles. The instructional design includes a short video clip that presents content related to the three lesson objectives combined with a video listening guide activity that reinforces the key points of the video. The video clip presents information essential for class participants to have as the instructor continues with lesson activities. talking points for the instructor to use in presenting an overview of the lesson topic, preparing students for viewing the video clips, introduction and follow-up of activities, and summarizing the lesson. an optional slide presentation that reinforces information presented by the instructor and assists the instructor in presenting lesson concepts. one or two additional hands-on activities that provide food service assistants opportunities to practice a skill or reinforce learning. a short pre-training assessment and post-training assessment to help participants measure their learning. The talking points in the lesson plan are written in conversational style. The instructor is encouraged to study the lesson plan and provide content in his/her own words. However, the lesson plan is written in a way that allows the instructor to read the lesson word-for-word if this approach is chosen. 5
11 Lessons are designed to encourage maximum participant involvement. Group work is used to provide support to all learners. The use of a similar framework for each lesson provides continuity for ease of instruction and comfortable learning. The following instructional elements are included in the same order in each lesson to support the lesson content. Lesson Plan Lesson Opening and Introduction Because lessons may be used as just-in-time or stand alone lessons, the identical introduction wording is included in each lesson. It is modified only to include a statement about the topic of that particular lesson. Each lesson stresses the importance of keeping the goal of customer satisfaction in mind. emphasizes the concept of following standard procedures when using value-added foods from receiving through serving. weaves the threads of ensuring food quality, safety, taste, and appeal through each stage. Pre-Training Assessment A short exercise containing four to six true/false or multiple choice questions related to the lesson content. Overview The overview presents the lesson objectives and introduces the lesson content. Lesson Content Each lesson is organized in three segments, one for each objective. Each lesson contains a brief presentation and discussion of content related to the lesson objectives. a video clip with video listening guide activity. hands-on activities related to lesson content. Summary, Post-Training Assessment, and Close The summary and close of each lesson will include a brief bring-it-home activity that summarizes major points of the lesson and encourages application to the unique situation at each school nutrition program. This bring-it-home approach may be integrated into other activities rather than being presented as a separate activity. time to address remaining questions. a short post-training assessment. a motivational ending statement. 6
12 Lesson Materials The following materials are provided for each of the six lessons and are found in the online manual as labeled. All materials are delivered through the NFSMI Web site at You may refer to Lesson 1 to see an example of the materials as you review the list below. Lesson Directory A table of contents showing the lesson content and page numbers. Lesson Background A quick overview of the lesson topic including background information the manager/instructor may want to review before presenting the lesson and a list of additional resources available from the NFSMI on the lesson topic. Lesson-at-a-Glance A one-page summary of the lesson including the time frame for each part of the 30-minute lesson. Preparation Checklist A list of tasks that must be completed prior to teaching the lesson. The checklist includes a list of equipment and supplies needed and handout materials required for the specific lesson. Lesson Plan A step-by-step guide for lesson instruction including all elements used. Each instructional support item printed material to distribute or display, slides to be displayed, video clip is represented visually. The lesson detail uses the following bolded terms to guide the instructor during presentation: Say A brief informational statement by the instructor, who may choose to directly read or to paraphrase the text. The instructor may provide additional information. Read Indicates to the instructor that key points should be read directly from the lesson plan. Ask Encourages participant input and exchange to develop ideas. Note: This is one area in the lesson where time could be expanded to allow for more discussion. Do An action to be taken by the instructor such as handing out activity materials. Note to Instructor A lesson-related message to the instructor from the course writer. Supplemental Materials The following materials are included: Pre- and Post-Training Assessments and Answer Keys Tests designed to measure the knowledge gained by class participants. Lesson Activities Learner activity handouts and answer keys (when required) Summary Activity Bring it home summary activity handout (when required) Slide Presentation An optional lesson-related slide presentation is provided. The lesson design of this course utilizes an active learning process with no slide presentation required. 7
13 However, the use of slides may add graphic interest and assist the instructor in pacing the lesson. Note: Slides may contain images of name brand food items taken from the USDA Online Photography Center. Use of these images does not constitute endorsement of products shown. Lesson Slides Master A spreadsheet showing graphic representations of all lesson slides. In addition, the instructor manual provides the following items in the Appendix: Certificate of Completion A certificate template in PDF is provided in the Appendix. It may be copied and information filled in as needed for each participant and may be printed in either black and white or color. Words to Know A glossary of words specific to each lesson is provided. Words are defined relative to the context of the lesson rather than based strictly on a standard dictionary. The instructor should become familiar with definitions prior to teaching the lessons and be prepared to define the words as needed. This document may also be used as a handout to be placed in the participant s New Generation binder. Prepare to Teach the Lesson 1. Read through the lesson beginning with the Lesson-at-a-Glance to gain an overview of the lesson. 2. Read the Lesson Background. 3. Read the Lesson Plan and note the instructional design of the lesson. Become familiar with the purpose of and instructions for activities within the lesson. Add your own notes to the Lesson Plan regarding additional points that you wish to make during the lesson. Be aware of the projected time for each segment in order to complete the lesson in the allotted time. 4. Preview the video. 5. Practice presenting the lesson practice using the slide show (if used), showing the video clips, giving instructions for participant activities, and following up. 6. Keep the Lesson-at-a-Glance in view throughout the lesson as a quick reference for managing time. Tips for Training Success Adult Learner Keep in mind the needs of the adult learner. Adult learners want to be involved in the learning process. want to be challenged in learning. need to know what is expected of them and what they can expect of the instructor. 8
14 want to learn practical information and skills they can use in their jobs. want to see the value of each lesson as it relates to their jobs. need to be able to see and hear the instructor, as well as team members, during the discussion period. may need to be coached during practice activities. expect feedback on their activities. want to have fun in the learning process. The classroom setup will vary depending on whether the instructor chooses to use the slide presentation. The diagram in the introduction which follows illustrates a desirable setup when all instructional aids and equipment are being used. Tips for Training Arrange seating for no more than five persons at a table. This allows participants to work in teams on lesson activities while still allowing space for handouts to be placed on the table. 1. Select a room with tables and chairs appropriate for adults. Tables must be large enough for activities that involve group work and completing forms. 2. Maintain an attendance record. 3. Ask participants to compare their own scores on the BLT Pre-Training Assessment and BLT Post-Training Assessment as a measure of learning. 4. Maintain a comfortable and non-threatening class environment. 5. Begin and end each lesson on time. 6. Ask participants to select a learning partner for themselves. The partners may be from the same or different schools. Learning partners provide support to each other in completing assignments, understanding concepts, and making the most of the learning experience. 7. Provide each participant a participant binder entitled Cooking for the New Generation, 2 nd Edition. Ask them to bring their binder to each training session and to keep their handouts and activities in it. A copy of the BLT title page may be printed and used as the first page in the participant binder. Continuing Education Credit A certificate of completion will be given upon completion of the six lessons, each with a pretraining assessment and post-training assessment. If the instructor chooses to extend each lesson to a total time of 45 minutes to an hour, the participants may earn one hour of School Nutrition Association certification credit for each lesson. 9
15 If the course is taught as a series of 30-minute lessons in a workshop setting, the participants would earn a total of three certification hours for all six lessons. Participant Evaluation A pre-training assessment and a post-training assessment are provided. These should be given prior to beginning each of the six lessons and upon completion of each lesson. The time to conduct these assessments is not included in the 30-minute per lesson time frame. Emphasize to the participants that the pre-training assessment and the post-training assessment are used by the instructor and the participants to evaluate and reinforce learning progress. BLT Package Materials 1. BLT Course Manual Contents: Introducing Lessons 1 through 6 Lesson Background Lesson-at-a-Glance Preparing to Teach Checklist Lesson Plan Lessons 1 through 6 Supplemental Materials Pre and Post-Training Assessments with answer keys Activity handouts as needed Appendix Glossary References Certificate of Completion 2. BLT Course Video Clips on DVD is a video containing six parts related to the lesson topics. Each part provides content essential to achieving the objectives of each lesson. A video clip is provided as one option to support the content of each lesson. Although the video is formatted in segments to be used in each lesson, it may also be used independent of the lessons to provide a quick presentation of the important role of food service assistants in using the new generation of foods. 3. Course Delivery The 2007 BLT is available at Copies of the video on DVD may be obtained by contacting the National Food Service Management Institute at (800)
16 room back wall participant table participant table participant table participant table participant table participant table computer (if using slides) powerpoint table podium with notes projector for slide presentation (attached to computer) moveable video display: tv and dvd player setup for movie clips screen to display slide presentation room front wall Suggested Classroom Setup for
Introduction to Preparing Healthy School Meals
Introduction to Preparing Healthy School Meals National Food Service Management Institute The University of Mississippi 2nd Edition ET80-09 2009 This project has been funded at least in part with Federal
More informationAdult Day Care Resource Manual
Adult Day Care Resource Manual for the USDA Child and Adult Care Food Program NFSMI Item Number ET49-05 2005 Adult Day Care Resource Manual for the USDA CACFP This project has been funded at least in part
More informationBest Practices. Marketing the. Program. for. National Food Service Management Institute University of Mississippi
National Food Service Management Institute University of Mississippi Best Practices Marketing the School Nutrition Program Applied Research Division The University of Southern Mississippi Cafeteria photo
More informationIn-Classroom Breakfast Programs: Best Practices. National Food Service Management Institute The University of Mississippi 1-800-321-3054
In-Classroom Breakfast Programs: Best Practices National Food Service Management Institute 1-800-321-3054 2008 This publication has been produced by the National Food Service Management Institute Applied
More informationSchool Nutrition Program Utilization of the NFSMI FUNDamentals Financial Management Software
School Nutrition Program Utilization of the NFSMI FUNDamentals Financial Management Software National Food Service Management Institute 1-800-321-3054 NFSMI - R-161-10 (GY07) 2010 This project has been
More informationA Guide to Improving the NSLP Snack Service in Afterschool Care Programs
A Guide to Improving the NSLP Snack Service in Afterschool Care Programs Afterschool Care Program NSLP Snack Service Best Practices A Guide to Improving the NSLP Snack Service in Afterschool Care Program
More informationNFSMI Best Practice Checklist for School Nutrition Professionals Implementing or Assessing Recess Before Lunch in Elementary Schools
National Food Service Management Institute The University of Mississippi NFSMI Best Practice Checklist for School Nutrition Professionals Implementing or Assessing Recess Before Lunch in Elementary Schools
More informationProcurement Practices Influencing Programs Operating Within the Guidelines of the Child And Adult Care Food Program: A Review of Literature
Procurement Practices Influencing Programs Operating Within the Guidelines of the Child And Adult Care Food Program: A Review of Literature 2005 This publication has been produced by the National Food
More informationVariables Impacting School Foodservice Employees Job Satisfaction. National Food Service Management Institute The University of Mississippi
Variables Impacting School Foodservice Employees Job Satisfaction National Food Service Management Institute The University of Mississippi 2005 This publication has been produced by the National Food Service
More informationDeveloping Culinary Champions
Developing Culinary Champions Learning Objectives 1. Learn how to create a series of one day chef taught culinary classes designed to focus on the quality and health benefits of the foods served to students.
More informationLearning Good Habits Through Nutrition Education
Lesson Overview Lesson Participants: CACFP personnel and other child care staff. Type of Lesson: Short face-to-face training session Time Needed to Conduct the Lesson: 10 minutes Lesson Description: This
More informationBest Recruitment and Retention Practices
Best Recruitment and Retention Practices National Food Service Management Institute NFSMI Item Number R-80-04 2004 This publication has been produced by the National Food Service Management Institute Applied
More informationCourse Workbook. Inventory Management: Controlling Cost. National Food Service Management Institute The University of Mississippi
Course Workbook Inventory Management: Controlling Cost The University of Mississippi 2012 Inventory Management Controlling Cost ii This project has been funded at least in part with Federal funds from
More informationNFSMI Presents: Emergency Management. Satellite Seminar November 16, 2007
NFSMI Presents: Emergency Management Satellite Seminar November 16, 2007 National Food Service Management Institute The University of Mississippi 6 Jeanette Phillips Drive P.O. Drawer 188 University, MS
More informationContinuous Quality Improvement Process Tailored for the School Nutrition Environment
National Food Service Management Institute The University of Mississippi Continuous Quality Improvement Process Tailored for the School Nutrition Environment Applied Research Division The University of
More informationFive Steps for Food-Safe Taste Testing
Lesson Overview Lesson Participants: School Nutrition Assistants/Technicians Type of Lesson: Short face-to-face training session Time Needed to Conduct the Lesson: 15 minutes Lesson Description: This lesson
More informationThe University of Mississippi. Competencies, Knowledge, and
National Food Service Management Institute The University of Mississippi Competencies, Knowledge, and Skills of Effective School Nutrition Assistants and Technicians Food Production Sanitation, Safety,
More informationNSFMI s Online Course System User Guide
NSFMI s Online Course System User Guide VISIT WWW.NFSMI.ORG TO VIEW CURRENT AND UP-COMING COURSES You can now learn online in the convenience of your workplace or any other location with Internet connectivity.
More informationFocus on the Customer for the School Nutrition Managers Course Workbook
Focus on the Customer for the School Nutrition Managers Course Workbook National Food Service Management Institute The University of Mississippi CN_123_0811 2012 This project has been funded at least in
More informationSchool Food Safety. No. 26. Since 1999, The National Food Service Management Institute (NFSMI) has taken a leading role
No. 26 A Publication for Child Nutrition Professionals from the National Food Service Management Institute Summer 2006 Revised HACCP Competencies, Initiatives Knowledge, at NFSMI: and Skill Building Statements
More informationMealtime Memo. How to Use Mealtime Memos for Training
Mealtime Memo National Food Service Management Institute The University of Mississippi for Child Care No. 5, 2009 How to Use Mealtime Memos for Training Ongoing staff training and professional development
More informationHigh School Student Satisfaction and Non-Participation Survey Guide
Nat i on a l Fo o d Se rv i c e Management Institute The University of Mississippi High School Student Satisfaction and Non-Participation Survey Guide Internal Benchmarking for School Nutrition Programs
More informationNFSMI Resource Guide. National Food Service Management Institute The University of Mississippi
2010 NFSMI Resource Guide National Food Service Management Institute The University of Mississippi NFSMI Resource Guide National Food Service Management Institute The University of Mississippi Mailing
More informationFree: John Tschohl Customer Service Strategic E- mail Newsletter at www.customer- service.com
MMXII by 9201 East Bloomington Freeway Minneapolis, MN 55420 USA (952) 884-3311 (800) 548-0538 (952) 884-8901 Fax quality@servicequality.com www.customer- service.com www.johntschohl.com Free: John Tschohl
More informationResource. to Sustain and Strengthen Local Wellness Initiatives. National Food Service Management Institute The University of Mississippi
National Food Service Management Institute The University of Mississippi Resource to Sustain and Strengthen Local Wellness Initiatives Photo and illustration from istockphoto Applied Research Division
More informationNFSMI. Resource Guide. National Food Service Management Institute The University of Mississippi
NFSMI Resource Guide 2008 National Food Service Management Institute The University of Mississippi NFSMI Resource Guide National Food Service Management Institute The University of Mississippi Mailing
More informationHot and Cold Foods Temperatures
Food safety logo and look for lesson plans Hot and Cold Foods Temperatures Lesson Overview Lesson Participants: School nutrition assistants Type of Lesson: Short face-to-face training session Time Needed
More informationFamily Photos Care, Preservation, Identification, & Display
HHF-LRA.141FG Family Photos Care, Preservation, Identification, & Display Facilitator s Guide Objectives: 1. To develop awareness of the types of materials and methods of storage for family photographs.
More informationQuality Financial Decision Making
No. 19 A Publication for Child Nutrition Professionals from the National Food Service Management Institute Spring 2002 Quality Financial Decision Making O School foodservice administrators across the nation
More informationNational Food Service Management Institute:
National Food Service Management Institute: Trains Winning Teams Katie Wilson, PhD, SNS Executive Director 2011 National Food Service Management Institute The University of Mississippi www.nfsmi.org National
More informationStrategies for Training Peer Counselors
Strategies for Training Peer Counselors Overview Designed for potential trainers, this introductory module presents the strategic approach for the Loving Support through Peer Counseling curriculum and
More informationBackground. Scope. Organizational Training Needs
1 Training Plan Template As described in Section 4.2.1 of the Training Effectiveness Toolkit, a Training Plan will help define the specific activities that will be conducted to carry out the training strategy.
More informationManaging Performance. Objectives:
Managing Performance Note: In response to the substantial turnover of middle managers in Cooperative Extension, the following training module for new middle managers has been prepared by a joint task force
More informationEmergency Preparedness Resource Guide for School Nutrition Professionals
National Food Service Management Institute The University of Mississippi Pr ev en tio ny r e v o c Re Re s p o n s e Photos of emergency vehicles from istockphoto FLOOD ss ne ed ar ep Pr M iti ga tio n
More informationNote-Taking Skills. Overview: This lesson adds to the learners note-taking skills. This is a
xxx Lesson 14 Note-Taking Skills Overview: This lesson adds to the learners note-taking skills. This is a lesson that can be repeated on Tuesday of Week Three or can be taught in two segments. Learners
More informationServing the Nutritional Needs of Pre-Kindergarten Children in the Public School Setting: Best Practices
Serving the Nutritional Needs of Pre-Kindergarten Children in the Public School Setting: Best Practices National Food Service Management Institute The University of Mississippi 1-800-321-3054 2008 This
More informationGetting Started with 20/20 Insight TRIAL VERSION
Getting Started with 20/20 Insight TRIAL VERSION 20/20 Insight is a registered trademark of Performance Support Systems, Inc., Newport News, VA. Windows XP, MS Outlook, MS Word, Excel and PowerPoint are
More informationTennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014
Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014 The contents of this manual were developed under a grant from the U.S. Department of Education. However, those contents
More informationMotivation: Igniting Exceptional Performance
Motivation: Igniting Exceptional Performance T raining Leader s Guide Coastal Training Technologies Corp. 500 Studio Drive Virginia Beach, VA 23452 Table of Contents Motivation: Igniting Exceptional Performance
More informationTeam California for Healthy After Schools (TCHAS) Nutrition Education Supplemental Materials
Team California for Healthy After Schools (TCHAS) Nutrition Education Supplemental Materials These materials are to enhance TCHAS nutrition education programs and to use in conjunction with the core curricula
More informationTransfer of Learning: Strategies for Culinary Training
Transfer of Learning: Strategies for Culinary Training Mary Etta Moorachian, PhD, RD, LD, CCP, CFCS Professor, College of Culinary Arts Johnson & Wales University Charlotte, North Carolina Dr. Patricia
More information58th Annual CDE Workshop for Child Nutrition Professionals Colorado State University Ft. Collins, Colorado
58th Annual CDE Workshop for Child Nutrition Professionals Colorado State University Ft. Collins, Colorado Children with Diabetes, Celiac Disease, and Peanut Allergies Learn about these diseases and our
More informationTrain the Trainers. Instructor s Manual
Train the Trainers Training Program Instructor s Manual Innovative Matrix Softech Pvt. Ltd. A-401, Satellite Township, Opp Sherwood Public School, Pipeline Road, Pet Basheerabad, Jeedimetla (V), Hyderabad
More informationMadison County Youth Center Wellness Policy on Physical Activity and Nutrition
Madison County Youth Center Wellness Policy on Physical Activity and Nutrition The Madison County Youth Center supports the health and well-being of its youth by promoting good eating habits and physical
More informationHealthy School Nutrition Environment: A Nationwide Survey of School Personnel
No. 22 Healthy School Nutrition Environment: A Nationwide Survey of School Personnel O Nutrition and physical activity are important for children s health and physical well-being. The United States Department
More informationSupporting Schools Inspiring Families NourishinG Kids MORE NUTRITION IN EVERY BITE
Supporting Schools Inspiring Families NourishinG Kids MORE NUTRITION IN EVERY BITE Our mission is to improve children s nutrition by supporting schools and inspiring families. Given the right opportunities,
More informationReport on the 2007-08. Action Schools! BC Healthy Eating. Pilot Project
Report on the 2007-08 Action Schools! BC Healthy Eating Pilot Project Date: April 24, 2008 Prepared by: Shannon Duke, RN, CDE Healthy Eating Resources for Yukon Schools Project Consultant and Caroline
More informationPractical Skills for Preparing Quality Meals: A Five Step Process
Practical Skills for Preparing Quality Meals: A Five Step Process 2010 Breakfast Lunch Training Instructor s Guide The University of Mississippi TRAINER S INTRODUCTION The University of Mississippi This
More informationInstructional Design Skills for Reproductive Health Professionals. Course Handbook for Participants
Instructional Design Skills for Reproductive Health Professionals Course Handbook for Participants Presentation graphics summarizing the key points related to this topic are now available on ReproLine
More informationLecturer s Guide to Teaching through Videoconferencing
Lecturer s Guide to Teaching through Videoconferencing Prepared by EdTech, Faculty of Medicine at UBC, 2009 edtech.med@ubc.ca Introduction to this Guide This guide is designed for lecturers teaching with
More informationUSDA Foods Primer: Part 2
The University of Mississippi 2014 The University of Mississippi Building the Future Through Child Nutrition The was authorized by Congress in 1989 and established in 1990 at The University of Mississippi
More informationCOMPETENCY-BASED PERFORMANCE APPRAISALS FOR SCHOOL NUTRITION MANAGERS AND ASSISTANTS/TECHNICIANS
National Food Service Management Institute The University of Mississippi COMPETENCY-BASED PERFORMANCE APPRAISALS FOR SCHOOL NUTRITION MANAGERS AND ASSISTANTS/TECHNICIANS Applied Research Division The University
More informationMealtime Memo. Timesaving Tips for Mealtime
Mealtime Memo National Food Service Management Institute The University of Mississippi for Child Care No. 6, 2009 Timesaving Tips for Mealtime Family day care home providers have a busy day. It starts
More informationStarting a Booktalk Club: Success in Just 12 Weeks!
Starting a Booktalk Club: Success in Just 12 Weeks! It s wonderful that you re interested in starting a booktalk club at your school! Before you even begin, you may want to familiarize yourself with some
More informationFACILITATION WORKSHOP RESOURCE KIT
PROJECT OVERSEAS Teachers Teaching Teachers FACILITATION WORKSHOP RESOURCE KIT Canadian Teachers Federation International Cooperation Programs 2490 Don Reid Drive Ottawa, Ontario K1H 1E1 613-232-1505 www.ctf-fce.ca
More informationWorkshop Synopsis 1 Tips for Facilitators 3 Overview of Activities 5 Sample Agendas 7
CONTENTS Introduction Workshop Synopsis 1 Tips for Facilitators 3 Overview of Activities 5 Sample Agendas 7 The Conflict Mode Workshop Getting Started 9 Defining Conflict 10 Identifying Objectives 12 Understanding
More informationRequirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
More informationShopping Matters: Empowering Families at Risk of Hunger to Shop for and Cook Healthy, Affordable, and Delicious Meals
June 6, 2012 Shopping Matters: Empowering Families at Risk of Hunger to Shop for and Cook Healthy, Affordable, and Delicious Meals NATIONAL SPONSORS Share Our Strength s No Kid Hungry Campaign The No Kid
More informationTeaching AutoCAD in the Virtual Classroom
Teaching AutoCAD in the Virtual Classroom Heather N. Yates, AC Oklahoma State University Stillwater, Oklahoma University class sizes are often limited by available university space. This became a major
More informationSample Policies to Encourage Healthy Eating
National Association of State Boards of Education, Alexandria, VA Sample Policies to Encourage Healthy Eating February 2003 This document is available on the Education Policy Studies Laboratory
More informationAdult Learning Course Workbook
Adult Learning Course Workbook National Food Service Management Institute The University of Mississippi TR_102_13 2013 This project has been funded at least in part with Federal funds from the U.S. Department
More informationCONDUCTING EFFECTIVE PERFORMANCE APPRAISALS
Table of Contents SECTION 1. TRAINING PROGRAM INTRODUCTION..................3 Training Objectives...........................................3 Rationale for Training.........................................3
More informationSchool Nutrition Case Study: Tips and Examples
School Nutrition Case Study: Tips and Examples As schools and districts across the US implement their Local Wellness Policies, many organizations and agencies are collecting case studies of successful
More informationICS in Action: Using the Incident Command System in Public Health Outbreak Investigations
ICS in Action: Using the Incident Command System in Public Health Outbreak Investigations Program Overview Program Objectives At the end of this training, participants will be able to: 1. Describe how
More informationPOPULATION REFERENCE BUREAU ENGAGE. Snapshot Presentations USER GUIDE AN ENGAGE PRESENTATION
POPULATION REFERENCE BUREAU ENGAGE Snapshot Presentations USER GUIDE AN ENGAGE PRESENTATION ACKNOWLEDGMENTS The ENGAGE multimedia presentations have been created by PRB in collaboration with experts and
More informationNutrition Education in Summer Meal Programs
Tips for Including Nutrition Education in Summer Meal Programs Make Nutrition Education Shine in Summer Programs Nutrition education is a good fit for summer feeding programs - helping children stay healthy,
More informationTeacher Training Concept
Teacher Training Concept PIA2 P R O J E C T This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission
More informationBasic Computer Skills Module 4. Introduction to Microsoft PowerPoint 2010
Basic Computer Skills Module 4 Introduction to Microsoft PowerPoint 2010 Basic Computer Skills Module 4 Introduction to Microsoft PowerPoint 2010 Summary Goal(s): This unit includes lessons on how to use
More informationFamily Meals: Easy, Tasty, and Healthy
Family Meals: Easy, Tasty, and Healthy Session Overview: This session is intended to help busy parents plan, shop, and prepare healthy, low-cost meals for their families, learn ways to let their children
More informationFood, Nutrition & Healthful Eating What Do Kids Think? Tami Cline, PHD, RD, SNS Sharon Olson, MBA CIA Healthy Flavors, Healthy Kids May 12, 2011
Food, Nutrition & Healthful Eating What Do Kids Think? Tami Cline, PHD, RD, SNS Sharon Olson, MBA CIA Healthy Flavors, Healthy Kids May 12, 2011 How Y-Pulse Works Professional Insight National Panel of
More informationCOURSE REQUIREMENTS AND EXPECTATIONS
Mrs. Schneck Culinary Arts I jschneck@westex.org COURSE REQUIREMENTS AND EXPECTATIONS 1. Each student is expected to arrive to class on time. When the bell rings, you are expected to be seated and quiet.
More informationCOACHING GUIDE. The Coaching Team
COACHING GUIDE The Coaching Team Table of Contents Table of Contents Special Olympics Coach Description Role of the Special Olympics Head Coach Special Olympics Training Budget Plan Special Olympics volunteers
More informationSchool Nutrition Programs
School Nutrition Programs School nutrition programs have a long history of meeting the food and nutrition needs of children. Children need to be well nourished and school meals help meet this goal. School
More informationThe Human Touch Performance Appraisal II
The Human Touch Performance Appraisal II T raining Leader s Guide Coastal Training Technologies Corp 500 Studio Drive Virginia Beach, VA 23452 2000 Coastal Training Technologies Corp. All rights reserved.
More informationHealthy Eating Policy
Healthy Eating Policy 1. CONTEXT This is a small school. The pupils come from a mixture of private and local authority housing in the area and generally show attainment that matches the expected levels
More informationGET TO KNOW COOKING MATTERS AT OPERATION FOOD SEARCH
GET TO KNOW COOKING MATTERS AT OPERATION FOOD SEARCH WHAT IS COOKING MATTERS? Cooking Matters is a program of the No Kid Hungry Campaign. Today, one in five children in the United States doesn t have the
More informationFOOD AND NUTRITION POLICY. for NEW BRUNSWICK SCHOOLS
14-700-005 FOOD AND NUTRITION POLICY for NEW BRUNSWICK SCHOOLS Department of Education Fredericton, New Brunswick February 1991 INTRODUCTION School students have been identified as a key target in the
More informationNQF Level: 2 US No: 116126
NQF Level: 2 US No: 116126 Facilitator Guide Primary Agriculture Apply Marketing Principles in Agriculture Facilitator:.......................................... Company:..........................................
More informationChesterfield Borough Council. Internal Communications Strategy. April 2014 - April 2017.
Appendix 1 Chesterfield Borough Council Internal Communications Strategy April 2014 - April 2017. Section 1: Introduction 1.1 Chesterfield Borough Council s single biggest asset is its employees. 1.2 It
More informationCoaching Course Workbook
Coaching Course Workbook PROJECT COORDINATOR Pat Richardson, MEd EXECUTIVE DIRECTOR Katie Wilson, PhD, SNS National Food Service Management Institute The University of Mississippi 2015 National Food Service
More informationTEXAS ASSOCIATION FOR SCHOOL NUTRITION CERTIFICATION HANDBOOK
TEXAS ASSOCIATION FOR SCHOOL NUTRITION CERTIFICATION HANDBOOK AN ONGOING PROJECT OF THE TASN CERTIFICATION SUB COMMITTEE Texas Association for School Nutrition 3520 Executive Center Drive, Suite 165 Austin,
More informationWelcome. Dear Chef, Welcome!
A Chef s Guide Dear Chef, Welcome! Congratulations on joining Chefs Move to Schools. The Chefs Move to Schools program is an important component of First Lady Michelle Obama s Let s Move! initiative, which
More informationHow To Use the Checklist for Evaluating Learning Materials
This document contains both information and form fields. To read information, use the Down Arrow from a form field. Ontario Adult Literacy Curriculum Framework How To Use the Checklist for Evaluating Learning
More informationDescribe the action you took in this cycle.
Describe the action you took in this cycle. 1. The What s for Lunch? Unit Plan Cycle Two s unit plan (See Appendix E for specific learning activities) centered on a theme titled WHAT S FOR LUNCH? First
More informationEmerging Use of ICT for Teaching and Learning in Schools of Pakistan
Article Summary Tazmeen Sultan is part of the Educational Technology team at a Private School, in Lahore, Pakistan. Her responsibilities include facilitating the effective use of computers and other instructional
More informationCommunity-Based Prevention Marketing Step 7: Monitor and Evaluate Full Transcript
Community-Based Prevention Marketing Step 7: Monitor and Evaluate Full Transcript Introduction In this step, titled, "Monitor and Evaluate," the coalition will learn about the importance of monitoring
More informationEat Well: Dietitian Services
Eat Well: Dietitian Services What is a Registered Dietitian? Registered Dietitians or RD s are your nutrition experts. They have earned a bachelor s degree, completed an accredited, supervised practice
More informationTeaching Writing to Students with Learning Disabilities by Bruce Johnson
Teaching Writing to Students with Learning Disabilities by Bruce Johnson In order to meet the needs of students with learning disabilities, I have made some changes in the way I teach writing to composition
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationLet s Talk Oils and Fats!
Lesson Overview Lesson Participants: School Nutrition Assistants/Technicians, School Nutrition Managers, Child and Adult Care Food Program Staff, Teachers Type of Lesson: Short, face-to-face training session
More informationHow to Create Effective Training Manuals. Mary L. Lanigan, Ph.D.
How to Create Effective Training Manuals Mary L. Lanigan, Ph.D. How to Create Effective Training Manuals Mary L. Lanigan, Ph.D. Third House, Inc. Tinley Park, Illinois 60477 1 How to Create Effective Training
More informationatmosphere. What I was learning was connected with what I already knew. I received continual help and affirmation.
Think about the last time you learned something new--the computer, a new language, a handheld organizer, or a new job. What was important as you were learning? Check the boxes below that apply to you:
More informationGalena Park Independent School District Wellness Policy
Galena Park Independent School District Wellness Policy Federal Public Law (PL 108.265 Section 204) states that by the first day of the 2006 school year, beginning after June 30, 2006, all schools must
More informationNew Mexico 3-Tiered Licensure System
New Mexico 3-Tiered Licensure System Requirements & Guidelines for the Preparation of the New Mexico Professional Development Dossier (PDD) for Teachers Prepared by the New Mexico Public Education Department
More informationLocal Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
More informationSample Conference Planning Timeline
Planning a conference requires a lot of work and responsibility. It s also a great way to get involved with your organization, meet new people, and produce an event that will provide valuable information
More informationSummer Activities to Keep Your Teaching Fresh
May/June 2015 Welcome to the CETL s Insider newsletter that contains tech tips, teaching resources, and a schedule of events. The mission of the CETL is to promote excellence in teaching to assist in the
More informationHEALTHY EATING POLICY
NEWPORT COMMUNITY SCHOOL HEALTHY EATING POLICY Policy Statement This policy document sets out the School s aims, principles and strategies for the delivery of Healthy Eating Education in our school. Context
More informationThe Spinney Primary School Healthy Eating Policy
The Spinney Primary School Healthy Eating Policy Introduction As a Health Promoting School, The Spinney is committed to encouraging and developing positive attitudes towards food and a healthy diet. In
More informationAction 4 Nutrition: Assessing Your Snack Program
Action 4 Nutrition: Assessing Your Snack Program California After School Resource Center (C.A.S.R.C.) Administered for the California Department of Education (C.D.E.) Welcome to the Action 4 Nutrition:
More information