The Wood Badge Course Staff 1

Required Staff Positions Course Director Course Director Assistant Scoutmaster—Program Assistant Scoutmaster—Program Assistant Scoutmaster—Support/Physical Arrangements Assistant Scoutmaster—Support/Physical Arrangements Assistant Scoutmaster—Troop Guides Assistant Scoutmaster—Troop Guides Senior Patrol Leader Senior Patrol Leader Troop Scribe Troop Scribe Troop Quartermaster Troop Quartermaster Troop Guides (one per patrol) Troop Guides (one per patrol) Course Director Course Director Assistant Scoutmaster—Program Assistant Scoutmaster—Program Assistant Scoutmaster—Support/Physical Arrangements Assistant Scoutmaster—Support/Physical Arrangements Assistant Scoutmaster—Troop Guides Assistant Scoutmaster—Troop Guides Senior Patrol Leader Senior Patrol Leader Troop Scribe Troop Scribe Troop Quartermaster Troop Quartermaster Troop Guides (one per patrol) Troop Guides (one per patrol) 2

Optional Support Staff Positions Mentor to the Course Director (if required by the Scout executive and council training chairman)* Mentor to the Course Director (if required by the Scout executive and council training chairman)* Assistant Senior Patrol Leader** Assistant Senior Patrol Leader** Assistant Troop Scribe** Assistant Troop Scribe** Assistant Quartermaster(s)** Assistant Quartermaster(s)** Instructor(s) (specialized presenters)* Instructor(s) (specialized presenters)* Professional Staff Adviser* Professional Staff Adviser* *See clarifications on next slide **For larger courses Mentor to the Course Director (if required by the Scout executive and council training chairman)* Mentor to the Course Director (if required by the Scout executive and council training chairman)* Assistant Senior Patrol Leader** Assistant Senior Patrol Leader** Assistant Troop Scribe** Assistant Troop Scribe** Assistant Quartermaster(s)** Assistant Quartermaster(s)** Instructor(s) (specialized presenters)* Instructor(s) (specialized presenters)* Professional Staff Adviser* Professional Staff Adviser* *See clarifications on next slide **For larger courses 3

ClarificationsClarifications Mentor to the Course Director Mentor to the Course Director (if appointed) is not necessarily a full-time member of the staff.* (if appointed) is not necessarily a full-time member of the staff.* Instructor(s) Instructor(s) (if used) are selected for special teaching skills in support of a particular presentation. They may or may not be full-time staff members.* (if used) are selected for special teaching skills in support of a particular presentation. They may or may not be full-time staff members.* Professional Staff Adviser Professional Staff Adviser may or may not be a full-time staff member.* may or may not be a full-time staff member.* *Further details in the Administrative Guide Mentor to the Course Director Mentor to the Course Director (if appointed) is not necessarily a full-time member of the staff.* (if appointed) is not necessarily a full-time member of the staff.* Instructor(s) Instructor(s) (if used) are selected for special teaching skills in support of a particular presentation. They may or may not be full-time staff members.* (if used) are selected for special teaching skills in support of a particular presentation. They may or may not be full-time staff members.* Professional Staff Adviser Professional Staff Adviser may or may not be a full-time staff member.* may or may not be a full-time staff member.* *Further details in the Administrative Guide 4

Other Staff Assignments Religious coordinator Religious coordinator Medical resource person Medical resource person Adviser to youth involvement Adviser to youth involvement Religious coordinator Religious coordinator Medical resource person Medical resource person Adviser to youth involvement Adviser to youth involvement 5 The following assignments are additional duties assumed by full-time staff members.

Qualities of a Staff Member Participates as a team member Participates as a team member Is a role model who is well-respected by volunteers and professionals Is a role model who is well-respected by volunteers and professionals Has a people-oriented, enthusiastic personality Has a people-oriented, enthusiastic personality Is open-minded and flexible Is open-minded and flexible Maintains a positive attitude Maintains a positive attitude Participates as a team member Participates as a team member Is a role model who is well-respected by volunteers and professionals Is a role model who is well-respected by volunteers and professionals Has a people-oriented, enthusiastic personality Has a people-oriented, enthusiastic personality Is open-minded and flexible Is open-minded and flexible Maintains a positive attitude Maintains a positive attitude 6

Qualities of a Staff Member, cont. Exemplifies the Exemplifies the Cub Scout Promise Cub Scout Promise Law of the Pack Law of the Pack Scout Oath Scout Oath Scout Law Scout Law Venturing Code Venturing Code Demonstrates the ability to train, to counsel, and to perform the responsibilities of an assigned position Demonstrates the ability to train, to counsel, and to perform the responsibilities of an assigned position Exemplifies the Exemplifies the Cub Scout Promise Cub Scout Promise Law of the Pack Law of the Pack Scout Oath Scout Oath Scout Law Scout Law Venturing Code Venturing Code Demonstrates the ability to train, to counsel, and to perform the responsibilities of an assigned position Demonstrates the ability to train, to counsel, and to perform the responsibilities of an assigned position 7

RequirementsRequirements Is a registered member of the Boy Scouts of America Is a registered member of the Boy Scouts of America Is a strong supporter of the local council’s and BSA’s ongoing programs Is a strong supporter of the local council’s and BSA’s ongoing programs Has completed a Wood Badge for the 21st Century course and received the Wood Badge beads Has completed a Wood Badge for the 21st Century course and received the Wood Badge beads Has participated in a Trainer Development Conference within three years of the appointment Has participated in a Trainer Development Conference within three years of the appointment Is approved by the Scout executive and council leadership training committee of his or her home council and by the regional office Is approved by the Scout executive and council leadership training committee of his or her home council and by the regional office Is a registered member of the Boy Scouts of America Is a registered member of the Boy Scouts of America Is a strong supporter of the local council’s and BSA’s ongoing programs Is a strong supporter of the local council’s and BSA’s ongoing programs Has completed a Wood Badge for the 21st Century course and received the Wood Badge beads Has completed a Wood Badge for the 21st Century course and received the Wood Badge beads Has participated in a Trainer Development Conference within three years of the appointment Has participated in a Trainer Development Conference within three years of the appointment Is approved by the Scout executive and council leadership training committee of his or her home council and by the regional office Is approved by the Scout executive and council leadership training committee of his or her home council and by the regional office 8

Expectations of Staff Members Participate in staff development meetings. Participate in staff development meetings. Personally recruit “X” participants. Personally recruit “X” participants. Support the course budget by paying a staff fee. Support the course budget by paying a staff fee. Be prepared to staff a future course if the number of participants recruited for this course does not require your position. Be prepared to staff a future course if the number of participants recruited for this course does not require your position. Participate in staff development meetings. Participate in staff development meetings. Personally recruit “X” participants. Personally recruit “X” participants. Support the course budget by paying a staff fee. Support the course budget by paying a staff fee. Be prepared to staff a future course if the number of participants recruited for this course does not require your position. Be prepared to staff a future course if the number of participants recruited for this course does not require your position. 9

The Diverse Staff Includes Scouters from Cub Scouting, Boy Scouting, Varsity Scouting, and Venturing programs Includes Scouters from Cub Scouting, Boy Scouting, Varsity Scouting, and Venturing programs Includes Scouters with experience at the unit, district, and council levels Includes Scouters with experience at the unit, district, and council levels Has a mix of volunteer and professional Scouters Has a mix of volunteer and professional Scouters Represents the cultural diversity of the area from which the participants are being recruited Represents the cultural diversity of the area from which the participants are being recruited Includes Scouters from Cub Scouting, Boy Scouting, Varsity Scouting, and Venturing programs Includes Scouters from Cub Scouting, Boy Scouting, Varsity Scouting, and Venturing programs Includes Scouters with experience at the unit, district, and council levels Includes Scouters with experience at the unit, district, and council levels Has a mix of volunteer and professional Scouters Has a mix of volunteer and professional Scouters Represents the cultural diversity of the area from which the participants are being recruited Represents the cultural diversity of the area from which the participants are being recruited 10

Recruiting the Staff Consider the development of new staff members Consider the development of new staff members Desired staff ratio: 1/3 new to 2/3 experienced Desired staff ratio: 1/3 new to 2/3 experienced Include Scouters from all councils taking part in the course Include Scouters from all councils taking part in the course Major consideration should be given to each Scouter’s skill as a trainer Major consideration should be given to each Scouter’s skill as a trainer Consider the development of new staff members Consider the development of new staff members Desired staff ratio: 1/3 new to 2/3 experienced Desired staff ratio: 1/3 new to 2/3 experienced Include Scouters from all councils taking part in the course Include Scouters from all councils taking part in the course Major consideration should be given to each Scouter’s skill as a trainer Major consideration should be given to each Scouter’s skill as a trainer 11

12 An important goal of Wood Badge for the 21st Century is to reduce the time commitment required of staff members.

Staff Development Should not take on a life of its own or overtake all other Scouting activities. Should not take on a life of its own or overtake all other Scouting activities. Hold a staff orientation meeting about 120 days prior to the start of the course. Hold a staff orientation meeting about 120 days prior to the start of the course. Organized staff development should begin no more than 90 days prior to the start of the course. Organized staff development should begin no more than 90 days prior to the start of the course. Consists of three days of development sessions, which may include one overnight stay. Consists of three days of development sessions, which may include one overnight stay. May involve one or two small-group meetings in addition to the three days with full staff. May involve one or two small-group meetings in addition to the three days with full staff. Should not take on a life of its own or overtake all other Scouting activities. Should not take on a life of its own or overtake all other Scouting activities. Hold a staff orientation meeting about 120 days prior to the start of the course. Hold a staff orientation meeting about 120 days prior to the start of the course. Organized staff development should begin no more than 90 days prior to the start of the course. Organized staff development should begin no more than 90 days prior to the start of the course. Consists of three days of development sessions, which may include one overnight stay. Consists of three days of development sessions, which may include one overnight stay. May involve one or two small-group meetings in addition to the three days with full staff. May involve one or two small-group meetings in addition to the three days with full staff. 13

Staff Development The most important objective is to develop the team. The most important objective is to develop the team. Staff development meetings should include: Staff development meetings should include: Reviews of staff assignments and the course schedule Reviews of staff assignments and the course schedule Ensuring each staff member has a clear understanding of team development, leadership, and teaching models Ensuring each staff member has a clear understanding of team development, leadership, and teaching models Preparation of troop guides’ staff project Preparation of troop guides’ staff project Practice and evaluation of course presentations Practice and evaluation of course presentations Practice of games, activities, and ceremonies Practice of games, activities, and ceremonies Review of the physical arrangements Review of the physical arrangements The most important objective is to develop the team. The most important objective is to develop the team. Staff development meetings should include: Staff development meetings should include: Reviews of staff assignments and the course schedule Reviews of staff assignments and the course schedule Ensuring each staff member has a clear understanding of team development, leadership, and teaching models Ensuring each staff member has a clear understanding of team development, leadership, and teaching models Preparation of troop guides’ staff project Preparation of troop guides’ staff project Practice and evaluation of course presentations Practice and evaluation of course presentations Practice of games, activities, and ceremonies Practice of games, activities, and ceremonies Review of the physical arrangements Review of the physical arrangements 14

Creating a Staff Vision 15 Creating a staff vision will strengthen staff development. As a group, review the “Values, Mission, and Vision” troop presentation from Day One of the course.

Creating a Staff Vision, cont. Discuss why you are doing what you are doing. Discuss why you are doing what you are doing. Discuss who your “customers” are and what they want and need. Discuss who your “customers” are and what they want and need. Discuss why what you are doing is important. Discuss why what you are doing is important. Discuss why you are doing what you are doing. Discuss why you are doing what you are doing. Discuss who your “customers” are and what they want and need. Discuss who your “customers” are and what they want and need. Discuss why what you are doing is important. Discuss why what you are doing is important. 16 Have the staff define its purpose— the reason for its existence.

Creating a Staff Vision, cont. 17 Come to a clear understanding of the values under which the staff will operate. Discuss how you will live. Discuss how you will live. Discuss what behaviors you will demonstrate. Discuss what behaviors you will demonstrate. Discuss how the staff’s values match those of the BSA. Discuss how the staff’s values match those of the BSA. Discuss how you will live. Discuss how you will live. Discuss what behaviors you will demonstrate. Discuss what behaviors you will demonstrate. Discuss how the staff’s values match those of the BSA. Discuss how the staff’s values match those of the BSA.

Creating a Staff Vision, cont. 18 Draw a picture of what you want as the end result. Focus on the participants’ needs. Focus on the participants’ needs. Define the desired end result. Define the desired end result. Focus on the end, not the route. Focus on the end, not the route. Focus on the participants’ needs. Focus on the participants’ needs. Define the desired end result. Define the desired end result. Focus on the end, not the route. Focus on the end, not the route.

Creating a Staff Vision, cont. Help each staff member understand how he or she will contribute. Help each staff member understand how he or she will contribute. Involve everyone in the group. Involve everyone in the group. Make sure all can see the picture. Make sure all can see the picture. Help each staff member understand how he or she will contribute. Help each staff member understand how he or she will contribute. Involve everyone in the group. Involve everyone in the group. Make sure all can see the picture. Make sure all can see the picture. 19 Remind yourself of your vision regularly.

Additional Information 20 Further details on staffing a Wood Badge course, including position-specific job descriptions, can be found in the Administrative Guide.