This page contains a Flash digital edition of a book.
years. “I tell kids, ‘If I ever find myself working harder than you’re working, then I quit,’ ” he says.

BEYOND SCHEDULING and motivation, the biggest task most Scouts need help with is Requirement No. 5: “While a Life Scout, plan, develop, and give leadership to others in a service project helpful to any religious institu- tion, any school, or your community.” It’s easy to exclude obviously

invalid project ideas. It’s harder to determine whether a particular idea will pass muster with your district advancement committee. (Remember, coordinators do not approve final plans.) Sparks suggests focusing on these words from Requirement No. 5: “plan, develop, and give leadership.” “I really pay a lot of attention to

that,” he says. “How’s this kid planning this? Can he develop it into something significant? And when he does it, is there plenty of opportunity for him to give leadership?” Take the classic example of build-

ing a bridge on a state park nature trail. The project would be valid if the

Scout had to research plans for the bridge, solicit the materials, create a work schedule, and lead a team of Scouts and adult volunteers to build it. But the project would probably fall short if the park manager already had secured the plans and materials and the Scout and his dad could slap the bridge together in a couple of hours. If that judgment sounds subjec-

tive, it is, which is why an Eagle Scout coordinator’s experience is so impor- tant. A coordinator can help screen project ideas that would most likely be approved by the advancement committee. But ultimately, the com- mittee is the deciding authority. Recognizing this scope and depth

might be tricky for a new Life-to- Eagle coordinator after the BSA adjusted the requirements in 2011 to ask only for a project “proposal” (versus a detailed project “plan”) for approval before starting a project. Before this change, approved project proposals were required to include so much detail that a Scout’s project could be carried out without needing additional information beyond what appeared in his approved Eagle Scout Service Project Workbook (No. 512- 927). But, as the most recent Guide to Advancement states: “It is inappropri-

Plan, develop, lead an Eagle Scout Service Project. Move ahead.

ate to expect a Scout to invest the time required for detailed planning, only to face the prospect of rejection.” Councils and districts now approve

a project proposal, which represents the beginning of the Scout’s planning process, explains Christopher Hunt, team leader of the BSA’s Program Impact Department. “Further plan- ning necessary for success continues to be important, but it is evaluated as part of the project at the Scout’s board of review,” Hunt adds.

LIFE-TO-EAGLE coordinators should become familiar with the latest edition of the Guide to Advancement (No. 33088). Section 9 covers the Eagle Scout rank, and topics through are devoted to the Eagle Scout service project. But it is also very important to understand how the district operates and how its advancement committee works with BSA procedures. Recently, Sparks worked with a

Scout who was running out of time before his 18th birthday and was

Complete Eagle Scout board of review. Move ahead.

College applications due soon. Move back.

Take part in unit leader conference. Move ahead.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52