1. Team Up for School Nutrition Success: Mentors’ Training PRESENTERS MARY FRANCES NETTLES, PHD, RD MARJUYUA LARTEY-ROWSER, PHD, RD LEWANDA MORSE, PHD

2. Training Aims: ◦To review Team Up for School Nutrition Success workshop design ◦To review the role and responsibility of the mentors ◦To define mentoring and review the benefits of mentoring ◦To introduce the framework for mentoring ◦To develop mentoring skills ◦To explore practical applications of mentoring for Team Up for School Nutrition Success

4. Who’s Participating in Team Up? Mentees/Participants 71 school nutrition directors from across the Midwest USDA Region Mentors 34 school nutrition directors from across the Midwest, Northeast, and Southeast USDA Regions

5. Team Up Workshop Design 3 Topic Areas to be Addressed Panel Discussions ◦Will include 1 facilitator and 3-4 presenters ◦Bridgette Matthews – Increasing Participation ◦Tim Goossens – Menu Planning ◦Lonnie Burt – Financial Management ◦Liz Purnell – Breakout Session only ◦Will include PPT presentations by presenters Break Out Sessions ◦Peer-to-peer mentoring (helping) ◦3:1 ratio

6. Breakout Sessions Smaller Breakout Groups

7. Mentor Responsibilities Lead Mentor Small Group Head Mentor **Quick Tips Fact Sheet Provided

8. Lead Mentor Responsibilities Act as a Facilitator Panel Discussion Breakout Sessions **Quick Tips Fact Sheet Provided

9. Small Group Mentor Responsibilities Small group head mentor **Quick Tips Fact Sheet provided

10. Mentoring

11. Effective Mentoring  What is a Mentor?  A trusted and significant advisor  What is Mentoring?  A reciprocal and collaborative learning relationship between two (or more) individuals who share mutual responsibility and accountability for helping a mentee work toward achievement of clear and mutually defined learning goals

12. Mentoring Circle Advantages of Mentoring Circle for Mentee  gained “access to networks” of people with similar interest  reduced “feelings of isolation”  “increased confidence and commitment”  increased productivity  potential for collaborations among participants  knowledge on how to lead a group of people in a specific project  development of new relationships Advantages of Mentoring Circle for Mentor  improved facilitation and leadership skills  development of personal relationships that result in a network of resources and collaborators

13. Role of the Mentor Coach/Advisor Source of Encouragement/Support Resource Person Devil's Advocate

14. Skilled Helper Model Action: How do I make it all happen? II. Preferred Picture “What do I need or want?” III. The Way Forward “How do I get what I need or want?” I. Current Picture “What is going on?”

15. Skilled Helper Model: Stage I “The Current Picture” Task 1 A. The Story What is your story? Participant tells their story as clear as possible; helps reveal and discuss their problems Task 1B. The Real Story What is really going on? Taking a closer look at the problem and reflect on what has been discussed to help identify new perspectives Task 1C. The Right Story What are the key issues that need to be worked on? What issues, if handled well, will make a real difference ? Drilling down to the core issue (s)

16. Skilled Helper Model: Stage II “Preferred Picture” Task 2A. Possibilities What do I want? Creative part; what do you want the future to look like for the specific area? Task 2B. Goals and Outcomes What do I really want? Setting SMART Goals Task 2C. Commitment What am I willing to pay? Test the realism of the goal.

17. SMART Goals S Specific – State exactly what you want to accomplish. M Measurable – How will you evaluate if the goal has been met? A Achievable – Is it something you can actually accomplish? R Relevant – How does it align to your objectives? resources? T Time-bound – What timeframe would create a sense of urgency?

18. S – Specific State exactly what you want to accomplish. Goals should be simplistically written and clearly define what you are going to do. Try to answer the five “W’s”: Who – Who is involved? What – What do I want to accomplish? Where – Where will this happen? When – When will this happen? Why – Why am I setting this goal?

19. M – Measurable How will you evaluate if the goal has been met? Goals can be quantified to a determined amount of a specified unit. It is the indicator of progress. Try to answer questions such as: How much? How many? How will I know it’s accomplished? What is the goal line?

20. A – Achievable Is it something you can actually accomplish? Goals state what results can be realistically be achieved, given available resources – but may stretch the team. Ask yourself these questions: Are you prepared to make the commitment necessary to reach your target? Are you willing to make major changes in your routine and work environment? Is there a more achievable goal you would be willing to work for?

21. R – Relevant How does it align to your objectives? Goals must be ones that you are willing and able to work on and must be based on forecasted needs. Try to answer questions such as: Do I have the resources? Does it make sense for my program? Does it align with my priorities and needs?

22. T – Time-bound What timeframe would create a sense of urgency? Goals should be linked to a timeframe that creates a practical sense of urgency. During your timeframe, ask yourself: What can I do TODAY to reach my goal? What can I do one week from now? What can I do one month from now?

25. Example 1

28. Stage II: The Preferred Picture

31. Problem Developed menus that meet the standards, but having a difficult time identifying a whole grain-rich pasta of choice that students prefer.

32. S.M.A.R.T. Goal-Menu Planning Over the next three months, students will taste test three varieties of whole grain-rich pastas to select a student-preferred brand for next school year at a 65% student approval rating. ◦Specific: Students will taste test whole grain-rich pastas. ◦Measurable: 65% of students will prefer the selected whole grain- rich pasta. ◦Achievable: Yes ◦Relevant: Yes ◦Time-Bound: Next 3 months

33. Another Simplistic Goal All cooks will complete the ICN’s Culinary Techniques: Preparing Entrees online course by June 2015. ◦Specific ◦Measurable ◦Achievable ◦Relevant ◦Time-Bound

34. Skilled Helper Model: Stage III “The Way Forward” Task 3A. Possible Strategies What are the possible paths to your goals? Brainstorm possible strategies to achieve goals set. Task 3B. Best-Fit Strategies What strategy or set of strategies are best for me? Drilling down to the strategies that are right for that particular program. Task 3C. Plan How do I organize my strategies to accomplish my goals? What do I do first? Second? Third?

35. Action Plans Helps you focus your ideas and decide what steps are necessary to achieve your goals. Identifies what you want to achieve over a given period of time. Helps you reach your goals.

36. S.M.A.R.T. Goal-Menu Planning Over the next three months, students will taste test three varieties of whole grain-rich pastas to select a student-preferred brand for next school year at a 65% student approval rating. ◦Specific: Students will taste test whole grain-rich pastas. ◦Measurable: 65% of students will prefer the selected whole grain- rich pasta. ◦Achievable: Yes ◦Relevant: Yes ◦Time-Bound: Next 3 months

37. Best Practices/Solutions/Strategies Employee Training Taste Tests with Students & Staff Contact other districts for ideas & suggestions More nutrition education with students Model behavior by having teachers, student groups (i.e., athletes), administrators, and parents promote food choices Try, Try, Try…and Try Again

38. Team Up for School Nutrition Success Action Plan Menu Planning Goal: Over the next three months, students will taste test three varieties of whole grain-rich pastas to select a student-preferred brand for next school year at a 65% student approval rating.

39. Dealing with Challenging Participants ****Fact Sheet provided

40. Setting the Stage for Tomorrow  Safe environment

41. Ground Rules Safe environment without fear of ridicule, isolation, or embarrassment Listen to all ideas and information shared Respect others’ opinions Be present in the discussion Respect differences

42. Ground Rules Be mindful of others Stay focused on the objectives of the workshop Avoid getting sidetracked Remember the time constraints Draw on your mentors’ experiences Trust the process

43. Setting the Stage for Tomorrow  Safe environment  Ensure SMART goals and action plans are created

44. SMART Goals S Specific – State exactly what you want to accomplish. M Measurable – How will you evaluate if the goal has been met? A Achievable – Is it something you can actually accomplish? R Relevant – How does it align to your objectives? resources? T Time-bound – What timeframe would create a sense of urgency?

45. Setting the Stage for Tomorrow  Safe environment  Ensure SMART goals and action plans are created  Remember the roles of the mentor  Trust the process

46. Role Play

47. Advice from Lead Mentors

48. Questions

49. Logistics Travel Receipts Reimbursements

50. Travel Policies and Procedures Contract (Letter of Agreement) ◦Signed and returned to ICN Carpooling ◦Notify ICN of the driver and all passengers Transportation from Airport to Hotel ◦Airport Shuttle Driving ◦Hotel Self-Parking $25/day (Receipt) Hotel Accommodations in Chicago, IL o Make reservations and will pay out of pocket o Hyatt Regency O’Hare o 9300 Bryn Mawr Ave. Rosemont, IL o July 20-23, 2015 (three nights) o Reimburse cost of room charge only

51. Reimbursements Reimbursement requests must be submitted by August 24, 2015. Allow 45 days for payment Rand McNally driving directions must be provided with mileage for reimbursement. W-9’s are required for reimbursements Mail in with reimbursements

52. Receipts Original, itemized receipts Alcohol – not reimbursable – must be on a separate receipt Tips – not reimbursable

53. Questions