Girl Scout Teen Jumpstart Guide

Girl Scout
Teen
Jumpstart
Guide
1
Girl Scouts of Central Illinois – Girl Scout Teen Jumpstart Guide/April 23, 2013
Table of Contents
Section 1: Getting Started 3–9
Welcome
Foundations in Girl Scouting
Girl Scout History
Girl Scout Traditions
10 Essential Elements for Creating the Girl Scout Experience
Girl Scout Leadership Experience with Teen Girls
Sections 2: Working with Girl Scout Teens 10 – 15
Your Role as an Adult Advisor
Leadership
Understanding Teen Girls
Behavior Management
Tips for Effective Behavior Management
Preventing Problem Behaviors
Managing Your Own Reactions
Communication About Behavioral Issues
Sections 3: Girl Scout Teen Program 16 – 36
Girl/Adult Planning and Partnership
Troop Government
Girl Adult Ratios
Kaper Charts (Task Assignments)
Resources
Girl Scout Teen Insignia and Earned Awards
Girl Scout Uniform
Awards and Scholarships
Sections 4: Troop Information 37 – 39
Troop Finances
Money Earning Basics
Guidelines for Girl Scout Parent Meetings
Sections 5: Meetings for Girl Scout Teens 40 – 44
Creating a Quality Experience
Girl Scout Meeting Tips
Sample Meeting Structure
A Sample First Meeting
Sections 6: Ceremonies for Girl Scout Teens 45 – 54
Girl Scout Ceremonies
Ceremony Planner Form
Sections 7: Trips and Travel 55
Places to Go, Things to Do, and People to See
Section 8: Appendix 56 – 67
Commonly Asked Questions
Organizational Tips
Troop Planning Calendar,
Forms, Resources
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Section 1: Welcome to Girl Scouts
Welcome
Welcome and congratulations on becoming a member of the unique and wonderful world of Girl
Scouts!
Girl Scouts is the world’s preeminent organization dedicated solely to girls – all girls – where, in an
accepting and nurturing environment, girls build character and skills for success in the real world. In
partnership with committed adults like you, girls develop qualities that will serve them all their lives
– qualities such as leadership, strong values, social conscience, and conviction about their own
worth.
The Girl Scout program is girl-driven, reflecting the ever-changing needs and interests of today’s
girls. In Girl Scouts, girls discover the fun, friendship and the power of girls together. As a Girl Scout
volunteer you will help girls develop their full potential; relate to others with increasing
understanding, skill, and respect; develop values to guide their actions and provide the foundation
for sound decision-making; and contribute to the improvement of society through their abilities,
leadership skills, and cooperation with others.
The Girl Scout Teen Jumpstart Guide is designed to introduce you to the world of Girl Scout
Cadettes, Seniors, and Ambassadors and is your personal resource to use as you work with your
troop/group. There is an appendix to this packet with support materials. Although this guide is full
of good information, it is not your only resource. To help ensure a successful experience with girls,
the following resources are available to you:
The Girls’ Guide to Girl Scouting (for each grade level

National Leadership Journey books/girls and adult guide (for each grade level)
Volunteer Essentials (found online)
Safety Activity Checkpoints (found online)
www.girlscouts-gsci.org
This Teen Jumpstart Guide was adapted from materials from the following councils:
Girl Scouts Eastern Washington Northern Idaho
Girl Scouts of Western Ohio
Girl Scouts of Northwestern Great Lakes
Girl Scouts of Southwest Texas
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Foundations in Girl Scouting
Girl Scouting is based on the Girl Scout Mission and the Girl Scout Promise and Law. These
components form the foundation for the Girl Scout Leadership Experience.
The Girl Scout Mission

Girl Scouting builds girls of courage, confidence, and character who make the world a better place.
Every Girl Scout makes the Girl Scout Promise and takes pride in doing her best to live by the Girl
Scout Law. The Promise and Law have a special place in the lives of the girls as they grow into young
adulthood serve as ethical codes to help guide the girls in their decisions.
The Girl Scout Promise

On my honor, I will try
To serve God and my country
To help people at all times,
And to live by the Girl Scout Law.
The Girl Scout Law

I will do my best to be
honest and fair,
friendly and helpful,
considerate and caring,
courageous and strong,
responsible for what I say and do,
and to
respect myself and others,
respect authority,
use resources wisely,
make the world a better place, and
be a sister to every Girl Scout.
The Promise and Law have few words, but those words are packed with meaning – meaning that
girls can find right now, and more that they will find as they continue on their Girl Scout adventure.
The girls might find that the challenges they have in living the Law change from moment to
moment and from year to year – or that every time they read it, they have an inspiration of a
different meaning that they had not realized before. That is the elegance and strength of millions of
women practicing the same ideals.
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Girl Scout History
The story of Girl Scouting really begins with the life of one amazing woman: Juliette Gordon Low.
In a time when women were expected to stay close to home and fill traditional roles, Juliette – or
Daisy, as she was known to her friends and family – was willing to challenge convention, take risks,
and make grand things happen.
Daisy appreciated the traditional role of women at home with their families, but she was eager to
use her many talents to explore other, less conventional pursuits. She was an accomplished artist
who also wanted to learn to make complicated knots and forge iron. She
even learned to drive a car, which was quite unusual for women in that
era. Daisy believed that women could do anything – and she found the
Girl Scouts of the USA to give girls opportunities to do just that.
Daisy Low was a remarkable and talented woman, but she was not
immune to problems. Although Daisy was mostly deaf, she never let it
prevent her from pursuing her interests. She and her husband, William
Low, moved to England after their marriage. The Low’s did not have any
children and William died in 1905.
While still living in England, Juliette discovered that her friend Robert
Baden-Powell had started a fascinating movement called Scouting. The
original organization was for boys and Baden-Powell had encouraged
his sister Agnes, to start Girl Guides. As Daisy began to head up troops
of Girl Guides, she found a place to channel her passions. And she had
an idea that changed the world – to found the Girl Scouts of the USA.
On January 6, 1912 she sailed back to the United States. Sir Robert Baden-Powell was on the same
ship. He was on his way to visit Boy Scouts around the world and Daisy was thinking about bringing
Girl Guides to the United States. The more she thought about it, the more she liked the idea. She
discussed her plans with Sir Robert and he was enthusiastic. At age 51, the one thing uppermost in
her mind was to start Girl Guiding in America. And she wanted to start it in her home city of
Savannah. She was deaf and frail, yet when Daisy wanted to do something, nobody could stop her.
As soon as Daisy arrived in Savannah, she phoned her friend and distant cousin, Nina Anderson
Pape, who was the headmistress of a girls’ school. “Come right over,” Daisy said. “I’ve got something
for the girls of America and all the world, and we’re going to start it tonight!”
On March 12, 1912, 18 girls twelve or older became the first officially registered Girl Guides in the
United States. Two Girl Guide patrols were formed. The patrols were called the “Pink Carnation”
and the “White Rose.” Each girl had with her a notebook, a pencil, and a yard of cord to practice
knot tying. After the first year the name was changed to Girl Scouts of the USA.
Juliette Gordon Low died from breast cancer in Savannah on January 17, 1927. According to her
wishes, she was buried in her Girl Scout uniform with decorations of honor – the Silver Fish of the
English Girl Guides and the jeweled Thanks Badge of the Girl Scouts of the USA. Folded in the
breast pocket, where Daisy had placed it, was a telegram from the National Board saying “You are
not only the first Girl Scout but the best Girl Scout of them all.”
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Girl Scout Traditions
Girl Scout Sign
Girl Scouts make the Girl Scout sign when they say the Girl Scout Promise. The sign
is formed by holding down the thumb and little finger on the right hand, leaving the
three middle fingers extended (these three fingers represent the three parts of the
Girl Scout Promise).
Girl Scout Quiet Sign

The Quiet Sign is a way to silence a crowd without shouting at anyone. The sign is
made by holding up the right hand with all five fingers extended. It also refers to the
original Fifth Law of Girl Scouting: A Girl Scout is courteous.
Girl Scout Handshake

The Girl Scout handshake is the way many Girl Guides and Girl Scouts greet one
another. They shake their left hands while making the Girl Scout sign with their right
hand. The left-handed handshake represents friendship, because the left hand is
closer to the heart than the right.
Friendship Circle and Friendship Squeeze

The Friendship Circle is often formed at the end of meetings or campfires as a
closing ceremony. Everyone gathers in a circle; each girl crosses her right arm over
her left and then holds hands with the person on each side of her. Once everyone is
silent, one girl starts the friendship squeeze by squeezing the hand of the person to
her left. One by one, each girl passes on the squeeze until it travels clockwise around
the full circle.
Girl Scout Slogan Girl Scout Motto

Do a good turn daily. Be prepared.
SWAPS
Trading SWAPS (Special Whatchamacallits Affectionately Pinned Somewhere) is a beloved Girl
Scout tradition of exchanging small keepsakes. It started long ago when Girl Scouts and Girl Guides
from England first gathered for fun, song, and making new friends. SWAPS are still a fun way for Girl
Scouts to meet and promote friendship. Each SWAP offers a memory of a special event or a
particular girl. A SWAP usually says something about a Girl Scout’s troop/group or highlights
something special about where she lives. And it is simple – it could be made from
donated or recycled goods.
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Girl Scout Special Days
February 22 – World Thinking Day
February 22 was the birthdays of Lord Robert Baden-
Powell, founder of Boy Scouts and his wife Lady Olave
Baden-Powell, who was World Chief Guide. Lord
Baden-Powell inspired Juliette Gordon Low to begin
Girl Scouts in the United States. Every year on this day,
Girl Scouts and Girl Guides around the world do
activities and projects to celebrate international
friendship and honor their sisters in other countries.
March 12 – The Girl Scout Birthday
On this date in 1912, the first 18 girls gathered to hold their first
meeting as Girl Scouts in the United States. Your troop can
celebrate by throwing a birthday party for younger Girl Scouts or
by doing something Juliette Gordon Low loved to do – like making
the world better for girls. You might give a special presentation on
this day to tell your family and friends about a Take Action
project.
Girl Scout Week
The week in which March 12 falls is called Girl Scout Week. Some
Girl Scouts wear their uniforms if they go to a service at their place
of worship on Girl Scout Sunday or Girl Scout Sabbath. Girls could
take an active part in the services as readers, greeters, or ushers
to mark the day.
April 22 - Girl Scout Volunteer Day
This is a day when adult volunteers are shown appreciation for all
of their hard work.
October 31 – Founder’s Day
Juliette Gordon Low was born on October 31, so we honor her
birthday. Every year Girl Scouts celebrate with parties and special
projects to help others.
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10 Essential Elements for Creating the Girl Scout
Experience
ESSENTIAL ELEMENTS
Girl Scouting helps girls become leaders in their daily
WELCOME FAMILIES TO GIRL SCOUTS OF lives and in the world. Let girls know about all the fun
THE USA they’ll have—and tell families what Girl Scouts does
and why it matters.
Help girls make the connection between their troop
SHOW GIRLS THEY BELONG TO A BIG and the millions of girls around the country and the
SISTERHOOD world who share a mission to make the world a better
place.
Use the national leadership curriculum to help girls
experience the three keys to leadership—Discovering
GUIDE GIRLS TO DEVELOP AS LEADERS Self, Connecting with Others, and Taking Action— in
the world.
Girls want to know they can make a difference in the
EMPOWER GIRLS TO TAKE ACTION IN world. Help girls identify a problem they want to solve,
THEIR COMMUNITIES reach out to others who can help, and put together
their Take Action project.
Girls feel proud and confident when they’ve learned a
SUPPORT GIRLS TO BUILD SKILLS new skill through earning a badge. Show girls the
THROUGH PROFICIENCY BADGES badges available at their grade level and guide them
as they earn the ones that interest them most.
Give girls the opportunity to go to new places, meet
new friends, and talk to experts in various fields. This
EXPAND GIRLS’ VIEW OF THE WORLD expands their horizons and helps them imagine all
kinds of new possibilities for their futures.
Hold award ceremonies to celebrate what girls have
learned; enjoy beloved Girl Scout traditions, such as
CELEBRATE WITH CEREMONIES AND
flag ceremonies, sing-alongs, and campfires; or come
TRADITIONS together at bridging ceremonies to mark the moment
when girls move to the next level in Girl Scouting.
Girls have fun when they can shape their own
experiences, do hands-on activities, and work
USE A GIRL-FRIENDLY APPROACH together as teams. Help make this happen by using
Girl Scouts’ three processes: Girl Led, Learning by
Doing, and Cooperative Learning.
ENCOURAGE GIRLS TO EARN AND LEARN Coach girls to develop five key skills—Goal Setting,
Decision Making, Money Management, People Skills,
THROUGH THE GIRL SCOUT COOKIE and Business Ethics—by taking part in the largest girl-
PROGRAM led business in the world.
Share with girls the exciting opportunities they’ll
INSPIRE GIRLS TO CONTINUE GROWING have—to learn new things, meet new friends, and
THROUGH GIRL SCOUTS make the world a better place—by staying involved in
Girl Scouts.
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Girl Scout Leadership Experience with Teens
The Girl Scout Leadership Experience is what makes Girl Scouts unique compared to any other
youth serving organization. There are three program processes. These program processes are the
key to achieving the outcomes, Girl Scout Mission and the Girl Scout Promise and Law. The three
program processes are:
Girl-Led – By the Girls, For the Girls
Learning by Doing – Experiential Learning
Cooperative Learning
Girl-Led
“Girl – Led” is just what it sounds like – girls play an active part in figuring out the what, where, when,
how and why of their activities. So coach the girls to lead the planning, decision-making, learning,
and to have as much fun as possible. This ensures that girls are engaged in their learning and
experience leadership opportunities as they prepare to become active participants in their local
and global communities.
Engage the girls in scheduling how often, when and where the team meets.
Encourage them to add on trips and other activities that spark their imaginations.
Have them identify topics that matter to them.
Have them drive most of the planning, organizing and implementation of their projects with
your guidance.
Learning By Doing
Learning by Doing is a hands-on learning process that engages girls in continuous cycles of action
and reflection that result in deeper understanding of concepts and mastery of practical skills. As
they participate in meaningful activities and then reflect on them, girls get to explore their own
questions, discover answers, gain new skills, and share ideas and observations with others.
Throughout the process, it is important for girls to be able to connect their experiences to their
lives and apply what they have learned.
So, for every experience girls have, encourage time for talking, sharing, reflecting, and applying their
insights to new experiences in their lives. As girls lead each other in activities, they will have a
chance to practice this approach themselves. Articulating their thoughts and feelings will
consolidate what they are discovering about themselves and leadership.
Cooperative Learning
Through cooperative learning, girls work together toward shared goals in an atmosphere of respect
and collaboration that encourages the sharing of skills, knowledge and learning. Working together in
all-girl environments also encourages girls to feel powerful and emotionally and physically safe, and
it allows them to experience a sense of belonging even in the most diverse groups.
While building their relationship skills, the girls will especially value having a team atmosphere that
makes them feel safe and supported.
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Section 2: Working with Girl Scout Teens
Your Role as an Adult Advisor
Your role as leader has now changed to that of Advisor. You will be doing less of the planning as the
girls will begin to do more with your guidance. Working with girls can bring many joys, including
developing a personal relationship with each girl in your troop, building new adult friendships
through the sisterhood of Girl Scouts, receiving appreciation and thanks from parents and, most
importantly, knowing that you are shaping the future by working with a girl today.
As an Advisor you will have various forms of support and resources. You will be assigned a
Membership Specialist as your liaison to the council. Additionally, you will be a part of a Service
Area. The Service Area, led by a Service Team, is a group of dedicated volunteers, like you, that can
be used as a guide, sounding board with opportunities for additional enrichment. Most Service
Areas meet once a month to discuss council happenings, community events and activities that
you and your troop/group may want to participate in. These seasoned volunteers, who have had
many of the same experiences you are incurring, will be happy to assist you throughout your Girl
Scout year.
Leadership
Leadership is Building Relationships
Leadership comes through the relationship you will build with each girl. Leadership comes
through communicating with parents and co-leaders. Leadership is understanding the
needs and interests of the girls, and helping the girls design their own program opportunities
based on those needs and interests.
Leadership is Knowing
Leadership is knowing that you cannot, and should not, know everything that the girls might
want to learn. Leadership is knowing that you can explore and learn many things along with
girls. Leadership is knowing where to go to find resources. Leadership is knowing that it is
okay not to know and to seek assistance.
Leadership is Teaching
Leadership is teaching the girls that they can do and be anything – that they are decision
makers. Leadership is teaching girls not only for the sake of knowing things, but for the sake
of the development and growth of the girls. Leadership is teaching through being a good
role model.
Leadership is Coaching
Your role is not to perform for the girls, or to be a teacher. Leadership is guiding and
instructing. Leadership is advising and discussing. Leadership is working so that each girl can
carry out responsibilities within the troop. Leadership is building the girls up and giving more
and more responsibilities to the girls as they grow and develop.
Leadership is Belonging
Leadership is recognizing that you are a part of a troop/group and a team. Leadership is
listening, providing suggestions, and contributing ideas. Leadership is sticking with the girls
through good times and bad. Leadership is recognizing that you belong to a larger
organization beyond the troop/group that will provide support and resources.
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Understanding Teens
Each girl is an individual and will develop at their own pace. The chart below can give you guidance
in the development of girls ages 11 – 17. Keep in mind that the activities that girls plan should be age-
appropriate and based on their needs, interests and abilities.
Developmental Girls Grades 6 – 8 Girls Grades 9 – 10 Girls Grades 11 – 12

Issues
 Onset of  Growth in height  Features are
Physical Changes
menstruation  Voice lowering developing adult
 Begin secondary characteristics
growth development
 Accepting changing  Greater body and  Self-expression

Social Changes
bodies hormonal changes  Greater
 Seek influences  Gaining peer support Autonomy/less
outside family  Explore independent parental support
values
 Transition to junior  Rite of passage –  New independence –

Defining Moments high/middle school becoming a teenager now can drive
 Grades  Grades  Grades, Success

Worries  Fitting in  Will boys like me?  Too much to do!
 Appearance  Appearance/eating
disorders
 Too much to do!
 Peer pressures for  Pressure to act a  Worried about getting

testing boundaries certain way into the right college
Pressures include dating and
smoking issues
 Improving the world  Personalize their own  Career opportunities

Activity Interest  Outdoor activities space  Self-defense
 Hang out with friends  Taking trips  Managing time
 Improving self-  Music to express self  Dealing with
confidence  Developing image emotions
 Playing sports through clothes and  Leadership Events
fashion
 Dating
 Creating a safe  Model how to explore  Empower them

You can Help By…
supportive and affirm emotions  Encourage their
environment and reactions to new individual interest
 Give them experiences
opportunities and
connections
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Behavior Management
Adolescence is a time of rapid physical, cognitive, social and emotional change. Girls will exhibit
behaviors that can be challenging and bewildering to not only you, their families and their friends,
but even to the girls themselves. These changes do not necessarily constitute behavior problems,
but are very often a normal part of development. Being aware of these changes can make your
troop run more smoothly and prevent unnecessary power struggles.
Adolescents are often very authoritarian. As they are able to consider ideals like justice and
broad social issues, they begin to understand that there is such a thing as a social contract,
and that rules and laws are necessary for the greater social good. However, they are just
learning to see the gray areas between right and wrong.
When adolescents begin to show signs of physical growth, adults tend to expect both
mature social and emotional behavior, and the rebelliousness and emotional
unpredictability that our society has come to associate with adolescence.
Although news media reports, public opinion, and popular songs, movies and books give the
impression that adolescence is a period of stress and rebellion, research shows that the
social and emotional problems associated with adolescence have been overemphasized
and are misleading.
In deciding whether a young person needs professional help, it is critical for adults to
distinguish between behavior that is annoying (loud music, messy rooms) and behavior that
is disturbed and harmful (substance abuse, depression).
It is through the peer group that young people begin to learn how to develop and maintain
close, supportive relationships with others their own age. Friendships are laboratories for
learning appropriate adolescent and adult behavior.
Adults who work with young people can have an influence on peer groups through the
expectations they set, the relationships they build and the options they provide for
adolescent peer groups to function in a constructive, healthy way.
Tips for Effective Behavior Management

The key to behavior management is prevention. If we understand the changes that girls face as
they go through adolescence, and if you try to be preventive in your reactions to their behaviors,
you will be successful in leading Girl Scout Cadettes, Seniors, and Ambassadors.
It is not normal for a child to behave all of the time.

There is positive discipline and negative discipline. Positive discipline is a productive form of
correction that supports the Girl Scout Leadership Experience, while negative discipline
undermines a girl’s sense of security and well-being. The goal of discipline in a Girl Scout group is to
help the advisor and the girls to manage behavior in a way that facilitates the accomplishment of
the goals of the group and the goals of the Girl Scout Leadership Experience. Approaching
behavioral problems with an understanding of positive discipline and negative discipline will help
you make better decisions and will help you to work with the girls rather than against them.
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In positive discipline… In negative discipline…
The outlook is for the girl: to help her to learn to The outlook is to the girl: an eye for an eye.
control herself.
The purpose is the correction, maturity, and The purpose is inflicting a penalty for offenses
growth of the girl. committed.
The focus is to the future and correction of The focus is on past misdeeds.
behavior.
The attitude is love and concern. The attitude is hostility and frustration.
The resulting emotion for the girl is a sense of The resulting emotions for the girl are fear and
security. guilt.
There are many reasons why a girl misbehaves. Remember that she brings a lot with her to
troop/group meetings and Girl Scout activities (family situations, worries about school, feelings
and emotions, etc…..).
Preventing Problem Behaviors

The following are tips that will help to prevent problem behaviors in girls.
1. Be prepared.
2. Reinforce positive behavior. Praise your girls for a job well done.
3. Establish guidelines/ground rules.
 Involve the girls. When they make the rules, they are much less likely to break them. If
they feel ownership of the rules, they will even take it upon themselves to enforce the
rules with one another, so you will spend less time serving as troop disciplinarian.
 Communicate consequences for breaking the ground rules. Follow through.
 Follow the rules yourself.
 Be fair.
4. Be a role model.
5. Be patient.
6. Be consistent.
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Managing Your Own Reactions
When it comes to managing the behavior of the troop/group, sometimes our own
reactions can help or hinder our efforts. Here are a few things to remember when it
comes to managing your own reactions.
1. Do not feel that you must react instantly to a situation if you are not sure what
to do, or if you realize you are angry and may overreact. Take a minute or two to
collect your thoughts, and tell the girl, “I will get back to you in a minute. I am
going to take a time-out from this situation.”
2. It is okay to walk away briefly if you are really angry. Make sure another adult is nearby and
ask them to supervise the group while you cool down.
3. Remember that while it is easier to dole out punishment, it is much more beneficial to
bestow thoughtful consequences of undesirable behavior. The use of good consequences
is much more effective, and creates a positive, cooperative atmosphere for the girl and the
troop.
4. Start fresh every meeting; avoid having consequences carry over to the next meeting. Be
aware of, and resist building up resentment toward a “challenging” child.
Communication About Behavioral Issues

Occasionally, you may need to intervene when behavior becomes destructive, hurtful, or it hinders
the progress of the rest of the group. Whether this behavior is an isolated incident or an ongoing
problem, respond quickly and appropriately, so that the group’s routine is maintained.
1. Problem-Solving with the Girl
A. If you believe that there may be an underlying issue, find a private time to let the girl know
that you are available to listen, if she wants to talk. You might use phrases like, “I have
noticed that you _____.” “How are you doing?” “Is something bothering you?” NEVER
PROMISE CONFIDENTIALITY. You may be required to report the problem.
B. If the girl discloses an issue that falls into an area in which her parents of the authorities
must be notified, let her know that you have to tell her parents and/or the authorities, to
make sure that she will be okay. You may ask her how she would like to be involved in
notifying her parents, if appropriate for her situation, age, etc.
2. Problem-Solving with Co-Advisor(s), Other Volunteers or Council Staff
A. Consult this group for assistance and ideas on developing a positive environment, and
managing normal adjustment problems.
B. Maintain confidentiality about the identity of the girl(s) to the greatest degree possible. The
focus of the discussion should be on creative ways of redirecting specific behaviors, and
not the individual girl(s).
3. Parental Notification and Problem Solving
A. Consult with parents for assistance, ideas, and additional information that may help you to
manage normal adjustment problems. Use phrases like, “I am concerned that (girl’s name)
seems to have difficulty with _____. I want to make sure that she can fully participate in all
troop activities. Do you have any suggestions for me?”
B. If the situation is more serious, contact the parents right away. Let them know that you are
concerned about their daughter, and would like to discuss the situation with them as soon
as possible.
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4. Problem Solving and Notification of Girl Scout Council Staff
A. If you have reason to believe that the child’s life is in danger, or the child is
endangering the lives of others, contact your Membership Specialist immediately.
They are Mandated Reporters and know the proper procedures for reporting
B. Do not try to investigate or sort out the facts. Even if you are uncertain, report the situation
to your Membership Specialist. Once reported the state agency will determine the
appropriate course of action. Advisors have neither the responsibility nor the expertise
necessary for investigating such a situation.
C. Do not discuss the situation with anyone – not even your co-advisor. Again, this
protects your confidentiality as well as that of the child and her parents or guardians.
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Section 3: Girl Scout Teen Program
Girl/Adult Planning and Partnership
In Girl Scouting, girls and adults work together to accomplish troop goals. Girl/adult planning or
partnership and is unique, because the girls take the lead in deciding what activities they will do,
making the plans for the activities and evaluating the activities.
By the time Girl Scouts have reached the Cadette level, they should be taking on a great deal of the
responsibility for planning the activities they do. At the Senior and Ambassador level, the troop
Advisor basically only steps in to ensure that safety and other such important considerations are
factored into the planning process. The Girl Scout Seniors and Ambassadors themselves should
be doing all of the planning.
Role of Girls in Partnership

Patrol system, representative government, council planning boards
Leadership Projects – Program Aides (PA), Counselor in Training (CIT I and II), Volunteer in
Training (VIT)
Girls’ involvement in girl/adult planning teams
Girls serving as girl members of the council board of directors or as delegates to national
events
Girls planning entire events, if experienced
Girls working individually, as well as in committees
Group review and self-evaluation
Apprenticeship
Networking
Experiences providing specific tools for full girl/adult partnership (leading meetings,
attending board training workshops, annual meetings)
Role of Adults in Partnership
Your role during the course of the planning process is to guide the girls. Help the girls
prioritize; you do not prioritize activities. Help the girls review and adjust the plans; you do
not change the plans.
Your time spent planning should be minimal. You can think about opportunities of which your girls
might not be aware, analyze what their needs and interests are, and what kinds of experiences
might suit those needs. Think of your role in the girl/adult planning as being one of questioning
rather than telling. Ask questions to push the girls to come up with solutions and ideas, rather than
offering them yourself.
The girls will possibly make mistakes, but be aware that mistakes are a part of the learning process.
As long as the safety of the girls is not compromised, there is nothing wrong with letting the girls
create problems for themselves. Girl Scouting is one of the only opportunities girls have to make
mistakes without any serious or lasting consequences. If girls take risks in school, their grades may
suffer. If they fail in their social lives, they risk ridicule. If they make mistakes in judgment at home,
they may be grounded.
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In Girl Scouts, failure may mean that the girls have buns but no hot dogs for dinner, or they do not
get a project done on time. So what? Such mistakes are wonderful opportunities for learning and
help girls think about what they learned.
Let girls make mistakes and learn from them
Mentor girls
Be a facilitator and partner
How do you know Girl/Adult partnership is working?

Girls are enthusiastic about their meetings, attendance is high, and girls are eager to be
involved in different activities.
As the Girl Scout year progresses, the advisor is spending less time planning and setting up
activities and more time facilitating the flow of activities and problem-solving.
Girls are familiar with the range of Girl Scout program resources available for their grade
level and choose activities from more than one source.
Girls work on activities in a variety of ways. They work individually, in pairs, in small groups as
a whole group, or with other troops/groups, depending upon the activity and their own
needs and interests.
As the Girl Scout year progresses, girls are able to make decisions more smoothly and
effectively. As they continue to practice active decision-making, they complete a larger
number of activities or choose more sophisticated and complex ones to do.
Girls show more respect for each other. Individual strengths and talents are more visible
when girls are active, and girls learn to value these in one another.
Girls show pride in being members of Girl Scouting. They tell girls outside of Girl Scouting
about their experiences, and are eager to share their accomplishments with friends and
family members.
Girl-Led Planning
It is important to accept that you may have to allow the group to take risks that might lead to failure.
However, this should not be a sink or swim proposition. Remember, that the concept of
progression should lead you to help the girls to progress gradually, taking on new challenges, after
success with easier tasks.
New opportunities for growth are coupled with the possibility of failure and it is important to help
the girls establish group expectations and consider the consequences of not completing their
assignments.
The key is coaching and preparing the girls so that they have the tools necessary to plan and
execute the activity themselves. Then their performance is up to them. Most importantly, think
carefully about what preparation is required to ensure that the girls have all the tools (including the
confidence) necessary to complete the job.
1. Identify the separate tasks needed to complete a project. This involves listing the
logical and basic steps or components of completing the project. For example, if you
needed to plan a game for a troop/group meeting, you would have to:
 Research a game to play, which might involve looking through books or getting on the
Internet.
 Identify any props needed to play the game (chairs, balls, scarves, etc.)
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 Obtain the props (borrowing or budgeting for a purchase)
 Bring all needed materials to the meeting
 Prepare to lead the game
2. Identify ways to prepare the girls to do the job. In this step your focus is on the girls’
readiness. For example, if an adult needed to make a phone call to do some research, they
would probably just pick up the phone and begin talking. But the troop/group can help
prepare a girl to make a phone call effectively. They can help her identify what information is
needed and how to approach the call. It may be helpful to write a script so that she knows
what to say. Finally, they might want to role-play the call with the advisor or one of the other
troop/group members so they can practice making the call in a secure environment.
This step can also include helping the girls understand that if they fail to complete their
assignment such as forgetting to bring the props for a game, that the troop/group will not
have a game to play or will need to plan a backup.
Giving the Girls Responsibility: Exercise

Scenario: Your troop/group has decided to go on a camping trip. Use the two-step prep work
to brainstorm ways to change the budgeting for the trip from a job for the advisor to one that
the girls could do.
Budget for Trip
1. Steps to complete the project:*
2. Steps to prepare the girls to do the job:**
*These should be the steps an adult would take to complete the budget. If setting the trip budget were your
job, what tasks would you complete?
**These should be the tasks a girl would need to complete, so that she is prepared to set up a budget.
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Giving the Girls Responsibility: Sample Answers
1. Steps to complete the job
 Estimate the costs of the trip, including food, housing, transportation, etc.
 Check the amount of money currently in the troop/group bank account.
 Estimate how much more money (if any) is needed to pay for the trip.
 Plan troop/group money-earning activities and product sales to earn this amount of
money.
 Revisit costs and income as things change.
2. Steps to prepare the girls to do the job
 Research the costs of all aspects of the trip (internet, library, etc.). If phone calls
need to be made to do this research, the girls will need to write scripts and practice
them. Role-playing might be useful.
 Get together to discuss the findings, comparing costs versus opportunities. Use
some democratic process to decide what activities to participate in, where to stay,
where to eat, etc.
 Using all of the information the girls have come up with in their research and the
decisions they have made, help them to estimate the total cost of the trip. Be sure
the girls are capable of doing the necessary math to accurately figure credits and
debits. If they have trouble, a practical math lesson may be necessary.
 Check troop/group funds, which might include a lesson on using a checkbook. Allow
time for them to practice these skills.
 Help the girls to subtract from the total cost estimate any funds in the troop/group
account that are not already designated for a troop/group activity. The remaining
amount is what must be earned.
 Brainstorm for troop/group money-earning activities. Use some democratic
process to decide what money-earning activities the troop will use to pay for the trip.
(These money-earning activities will also need to be planned by the girls and
permission sought from the council.)
 Discuss with the girls the need to revise the budget and plans if the cost is more than
the troop is able or willing to raise.
When reflecting on the exercise, consider these questions:

1. What did you notice as you completed this exercise?
2. What surprised you about this exercise?
3. What did you learn?
4. How will you apply what you learned from this activity to your troop?
Hopefully, now you will feel prepared to use girl-led, learning by doing, and cooperative
learning with your troop. These are among the most powerful tools we have for helping girls to
grow up to become women of courage, confidence and character.
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Troop Government
In order for girls to lead a successful Girl Scout group, they need leadership from within. Adults
should guide them in the process of cooperative learning and learning by doing – not doing it for
them.
Troop government or structure is usually most effective when chosen by the girls. This may be
formal or very informal. Let the girls decide how structured they want this to be. If they start with
NO kind of group government, they may eventually see the need for some kind of structure before
long! This is part of their learning experience.
Patrol System
The group is divided into smaller groups called “patrols.” The patrol discusses topics that concern
the entire group, such as trips to take, times for special gatherings, presenters to invite, etc. Each
patrol appoints a patrol leader and the leaders of all the patrols represent their group in a Court of
Honor.
The Court of Honor is the heart of the troop. Patrol leaders meet with an adult leader who helps to
guide decision-making and then the patrol leaders communicate all decisions made in the Court of
Honor back to the patrols.
The Patrol System belongs to all of its members. Therefore, it is not only a girl’s privilege, but also
her duty to take part in the government of her troop.
Steps in Forming/Implementing Patrols
1. Form Patrols
 Interpret purpose for girls.
 Give girls a voice in the patrol make-up, also consider balancing ages, interest, skills,
schools, etc.
 Determine the method of division in patrols – you can chose randomly, or ask the girls to
name three other girls she would like in her patrol, then make sure you match at least
one of her choices.
2. Elect Patrol Leaders
 Decide with girls the length of terms of office.
 Discuss qualifications and responsibilities of the patrol leader, and give the girls time to
consider these criteria.
 Hold elections in each patrol.
3. Elect Scribe and Treasurer

 Discuss qualifications and responsibilities of these offices.
 As these officers serve the troop as a whole, they are elected from the troop as a whole,
and should have active, meaningful roles in the Court of Honor.
4. Train Officers
 Determine how the Court of Honor will be conducted. Show girls how to lead patrol
meetings, form good questions, take notes, resolve problems, follow democratic
procedures, etc.
 Model these skills and train the girls in these skills, so they can model them for the
troop/group.
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5. Put it to Work
 Ensure that patrols are making real decisions. Have active Court of Honor meetings.
 Hold periodic troop business meetings to discuss, plan, learn, delegate, review and
evaluate long term plans, finances, and activities.
 Once or twice a year, open Court of Honor meetings to the entire troop, followed by
discussion with the troop.
Town Meeting System

The entire troop makes its decisions together. A Moderator is generally needed to lead group
discussions to ensure that everyone gets a chance to speak and provide input. In all governing
systems, the girls need to decide which rules to have, but this is especially true in the Town Meeting
System. Establish guidelines for discussion and leadership of that discussion. This generally only
works well in small groups but can work in large groups if the girls can stay on task. Remember that
the girls should be leading the discussion with a little help from the advisor.
Steps in Forming/Implementing a Town Meeting System
1. Educate girls about the Town Meeting System
 Include the rotation of the moderator’s role. This will help build leadership and
communication skills.
2. Watch for leadership in the girls
 Look for those with good communication skills.
 Choose a strong leader first, and give some guidance and coaching.
 Allow them to model for the other girls, and rotate in other moderators after a good
pattern has been established.
3. Establish guidelines for discussion
 Before the first open discussion with the girls, have them establish guidelines as to how
to conduct the discussion.
 Guidelines might include: one girl may speak at a time, the speaker must alternate, all
ideas will be respected and considered, encourage one another.
4. Have girls select moderators
 Establish a balanced system that allows each girl to moderate.
5. Elect a secretary and treasurer
 With adult guidance, these girls will need to keep track of discussion and troop/group
funds.
 The position may rotate or have permanent responsibility, dependent on the interest
and abilities of the girls.
6. Put it to work
 Ask leading questions during discussion and encourage the girls to do the same. Come
up with a list of good planning questions that they should consider for each
event/activity.
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Executive Board System
A leadership team or steering committee is elected to represent the entire group. This smaller
group should have, but not limited to, a President, Secretary and Treasurer. These are elected
positions and the board holds meetings to discuss troop matters. The number of officers and
positions vary depending on the needs of the troop. These positions can also rotate or have term
limits so that all of the girls have a chance to experience multiple positions and different leadership
opportunities.
Steps in Forming/Implementing an Executive Board System
1. Explain how the executive board works
 Include the fact that the officers will be attending extra meetings and have additional
responsibilities.
2. Assess the skills and abilities
 Encourage the girls to watch for leadership in the troop/group and to decide on leaders
based on who is most qualified to do the job.
3. Discuss the qualifications and responsibilities
 Have the girls design job descriptions for each position, insure participation of all girls,
and facilitate the negotiation of the final responsibilities.
4. Take nominations
 Remind the girls that this is not a popularity contest, but a selection based on leadership
ability.
5. Hold elections
 Give the girls at least a week to consider the nominees.
 Elections should be confidential.
 Results should be tallied by an adult and one or two of the non-candidate troop/group
members.
6. Put it to work
 Ensure that the officers understand their jobs ,have active Executive Board meetings,
have the board report the outcomes and decisions made at their meetings to the whole
troop on a regular and seek feedback and input from the entire troop/group as
decisions are made,
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Girl Adult Ratios
Girl Scouts adult-to-girl ratios show the minimum number of adults needed to supervise a specific
number of girls. (GSCI may also establish maximums due to size or cost restrictions.) These
supervision ratios were devised to ensure the safety and health of girls—for example, if one adult
has to respond to an emergency, a second adult is always on hand for the rest of the girls. It may
take you a minute to get used to the layout of this chart, but once you start to use it, you will find
the chart extremely helpful.
Group Meetings Events, Travel, and Camping

Two unrelated Plus one Two unrelated Plus one
adults not living additional adult adults not living additional adult
in the same for each in the same for each
household (at additional household (at additional
least one of number of this least one of number of this
whom is female) whom is female)
for this number
many girls: for this number
many girls:
of girls: of girls:
Girl Scout
Daisies 12 6 6 4
(K–grade 1)
Girl Scout
Brownies 20 8 12 6
(grades 2–3)
Girl Scout
Juniors 25 10 16 8
(grades 4–5)
Girl Scout
Cadettes 25 12 20 10
(grades 6–8)
Girl Scout
Seniors 30 15 24 12
(grades 9–10)
Girl Scout
Ambassadors 30 15 24 12
(grades 11–12)
In addition to the adult-to-girl ratios, please remember that adult volunteers must be at least 18
years old or at the age of majority defined by the state, if it is older than 18. For more information
regarding girl/adult ratios please check Volunteer Essentials and Safety Activity Checkpoints.
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Kaper Charts (Task Assignments)
Girls can learn by doing in examining the tasks that need to be done and creating systems to both
define, delegate, and evaluate their successes. Girls learn to lead by not only doing small tasks,
such as collecting the permission slips for an upcoming event, providing some kind of snack for the
day, recording dues or other monies coming in, but by organizing projects, identifying tasks, and
creating a system for accomplishment of these duties.
For routine tasks at meetings, girls may wish to design “Kaper Charts.” Kaper charts are a good way
to rotate jobs and tasks (which are known as kapers) that need to be done when the girls gather.
The types of kapers will vary according to the needs of the group. Kaper assignments may be
individual or group depending on the size of the job or the size of the troop.
Kaper charts are a suggested tool for Girl Scout Teens, not a requirement. Girls can be encouraged
to DISCOVER – for example, to discuss the many options used in business or schools for
accomplishing certain tasks; CONNECT – work with each other to design a system for their group;
and TAKE ACTION by using the system and then evaluating its success.
A Kaper Chart can be a poster that lists several tasks and who will do them. By listing the girls’
names on the Kaper Chart, it becomes a ready reference to show who has had a turn and who has
not. The size of the chart is determined by the needs of the troop.
Is there a place to display it?
Are the girls’ names being listed individually or by groups?
Is there enough room on the chart to describe the tasks?
There is no “right or wrong way” to make a Kaper Chart. It is the girls’ responsibility to decide when
the “kapers” should be rotated, tasks that need to be set up, etc.
Kaper Chart Example
Welcome and
Meeting Set-up Finance Maintain
introduce Closing
Date room Report Records
speaker
Lisa
Sept 15 Mary Megan Beth Shelly
Susan
Beth
Oct 29 Lisa Susan Mary Megan
Shelly
Megan
Nov 6 Beth Shelly Lisa Susan
Mary
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Girl Scout Teen Resources
The Girl’s Guide to Girl Scouting
Girls at every grade level have a Girl’s Guide to Girl Scouting, which correlate with the
Leadership Journeys. Through fun activities, girls can earn a variety of badges to build the skills
and gain the confidence they will use to change the world. They can even develop and complete
activities to make their own badge – a great way to explore a topic of personal interest. (In addition,
girls who make their own badge will learn how to learn, an important skill to have in school, on the
job, and in life!)
The Girl’s Guide to Girl Scouting is designed to complement the Leadership Journeys at each
grade level. This means that each Skill-Building Badge Set (there are currently three and each is
sold separately from The Girl’s Guide to Girl Scouting) is tied to one of the three Journeys. You
will find that doing a Journey and the related badge set at the same time will make it easy to offer
the entire National Program Portfolio—Journeys and badges—in a seamless way.
Inside The Girl’s Guide to Girl Scouting binder, you will discover three tabs: Handbook,
Badges, and My Girl Scouts. The Handbook section consists of the Girl Scout Promise and Law,
Journey Map, Girl Scout history and traditions, Girls of the World, Girl Scout Special Days, insignia
and awards, bridging requirements, and Silver and Gold Award Guidelines. Under the Badges
section you will discover the Awards Log, which lists all of the awards that can be earned by a Girl
Scout along with the requirement booklets for the Legacy Badges. My Girl Scouts section
contains a journal, community service log and a place where the girls can write a letter to
themselves to be read in the future.
Leadership Journeys
What is a Journey? A key part of the Girl Scout Leadership Experience is the Leadership Journey, a
coordinated series of activities grouped around a theme. Along the journey, girls will use the three
leadership keys, Discover, Connect, and Take Action to make the world a better place. The
activities included in the Journey guides may be done by troops/groups, by individually registered
girls, or as part of larger program events. Each grade-level Journey series includes an adult “How To
Guide” and a corresponding girl book. The adult guide includes sample meeting sessions, activity
ideas, and tips for successfully providing a strong leadership experience for girls.
Girl Scout Journey Resources:

Are the primary program resources. The Skill-Building badges compliment and support the
Journey experience.
Are engaging and relevant and offer a broad range of activities, challenging the girls to
reflect, write and discuss.
Have a common theme for each series.
Include a community service project as a part of the three keys to leadership.
Incorporate Girl Scout traditions.
Include earned recognitions throughout each Journey.
Allow each troop to adapt to the length of their Journey.
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Using the Journey How To Guide Resources
Each How To Guide includes the following:
A Girl Book – This will allow you to coordinate activities between the two books.
Recognition Information – The books show each award that the girls can earn and a brief
overview of what they must accomplish to earn the recognition.
Girl Scout Traditions – Each guide offers different information on traditions, from the
friendship circle to ceremonies.
Age-Level Characteristics – This incorporates the girls’ needs based on their
development, fostering self-esteem and communicating with the girls.
Program Processes – Learn about how the processes of Girl-Led, Learning By Doing, and
Cooperative Learning are used throughout the Journey.
Safety and Well Being – This section includes tips for welcoming girls with disabilities,
using Safety Activity Checkpoints and incorporating healthy eating into the troop.
National Leadership Outcomes – A handy chart gives you indicators that your girls are
achieving the desired outcomes of Discover, Connect and Take Action.
Your Perspective on Leadership – This section allows you to think about your own
experiences with Girl Scouting and leadership and how you will use those experiences to
enhance the girls’ leadership.
Sample Sessions – The sample sessions give you tips on formatting your meetings and
activity ideas that work with the girl book and work toward awards. A sample session is not
necessarily equal to one meeting. While one troop may complete a sample session in one
meeting, another troop may take three meetings to complete it. The Journey should be
completed at the right pace for your girls.
It’s Your World – Change It!

Girl Scout Cadette – aMAZE! The Twists and Turns of Getting Along helps girls
maneuver through all its twists and turns to find true friendships, plenty of confidence and
maybe even peace. By traveling through the aMAZE! Journey a girl will:
Understand how to recognize stereotypes and cliques and receive ideas on
dealing with peer pressure.
Understand bullying and ways to combat it as well and how to have safe and
respectful cyber relationships.
Complete an action project focused on relationship problems in their
community in order to promote peaceful relationships.
Girl Scout Senior – Girltopia helps the girls have the opportunity to imagine and begin to create a
Girltopia…a perfect world for girls! To earn the Senior Visionary Award the girls complete the
following steps:
Create It – An artistic representation of an ideal world to
share with others.
Guide It – Lead a discussion or group activity that engages
other girls in thinking about visionary leadership.
Change It – Complete a Take Action Project that moves the
world or a community one step closer to ideal.
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Girl Scout Ambassador – your Voice your World: The Power of Advocacy is
a way for girls to raise their voices for a cause they believe in. Girls will create their
own “butterfly effect” and learn new, beneficial skills such as problem-solving,
research, networking, persuasive speaking, and consensus-building.
The Girl Scout Advocate Award is earned by completing the Eight Steps to Advocacy. They will
explore an issue that they find intriguing, and engage community partners as they advocate for
change.
It’s Your Planet – Love It!
Girl Scout Cadette – Breathe! is all about the air – our own and that around us.
Cadette girls will learn to assess air quality inside and out, enjoy science experiments,
and create some “breathing room” in their lives.
During this Journey, girls have the option of earning one, two or three Girl Scout awards,
and they can work toward them as one big team, as mini-teams or individually.
Aware Award is awarded when the girls check out air quality issues within their
community and surroundings.
Alert Award is earned when the Cadettes educate and inspire others regarding this
issue.
Affirm Award is the third award the girls can earn by sharing what they have
learned and the impact that their research and efforts have attained.
Girl Scout Senior – Sow What? has the girls take a look at the Food Network and how
food moves from place to place. They learn about land, and the science and roots of
complex global food issues.
To earn The Senior Harvest Award the girls must complete the following steps:
Identify and dig into a food or land issue, tapping community experts as they go.
Capture their vision for a change in a Harvest Plan that includes their own “So
What?” goal, why it matters, and how it will benefit both the planet and people.
Create change! Execute your plan by advocating to influence a food policy or
land-use effort by educating and inspiring others to act on a solution you identify.
Girl Scout Ambassador – Justice tackles the difficult question of why justice is
so hard to achieve. The girls will create and present their own thoughts of what it
takes from each of us to achieve justice for all while being inspired by stories from
around the globe. Along the way, they will acquire networking skills and possibly
career ideas.
The Sage Award is earned by participating in activities in the six steps to understanding
environmental justice. This award represents both the commitment and ability to be judicious, and
it reminds us of the importance of healing.
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It’s Your Story – Tell It!
Girl Scout Cadette – MEdia offers a fun, comprehensive and multi-disciplinary approach
to building girls’ leadership. Through storytelling and creative expression, girls gain a better
understanding of themselves and their potential, develop confidence to become leaders,
and boost their self-esteem. Activities are designed to get the girls moving and thinking in
physically challenging ways, role-play activities and recipes to help develop well-rounded,
healthy lifestyles the girls will carry with them into their futures.
Through The MEdia Award the Cadettes have the opportunity to earn three leadership
awards.
Monitor Award – Cadettes take stock of the media in their world and
understanding the influence it has.
Influence Award – Cadettes understand the importance of having media reflect the
realities of their world.
Cultivate Award – Cadettes make a personal commitment to cultivate a new perspective
on media.
Girl Scout Senior – MISSION: SISTERHOOD! From real sisters working out together to a
sisterhood of women working for change, this journey is sprinkled with stories of sisterhood
and the benefits they bring to women and the world. The Seniors gain personal inspiration
from these stories and also an understanding that with sisterhood behind them they can
change the world.
The Sisterhood Award is completed by defining a sisterhood issue, create a plan for how to
Take Action and then put the plan in place.
Girl Scout Ambassador – Bliss: Live It! Give It! Ambassadors understand the bliss they
can achieve by helping others with their dreams, and they realize that a leader pursues her own
dreams and makes it possible for others to do the same.
Ambassadors earn The Dream Maker Award by learning to dream big, now and in their future,
and understand the bliss they can achieve by helping others with their dreams. They see that
members of their communities have diverse needs, expand their networks, learn to research
and make a step-by-step plan and use their talents and skills in new ways.
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Girl Scout Teen Insignia and Earned Awards
Girl Scout Membership Pin
This pin is worn by Girl Scout Cadettes, Seniors, Ambassadors and Adults and is
presented during the Girl Scout Investiture Ceremony. It is worn on the Girl
Scout Insignia tab (on the bottom of the tab) on the left side of the uniform.
Either pin can be worn according to the preference of the girls.
World Trefoil Pin

This pin signifies that all Girl Scouts are members of the World Association of Girl Guides
and Girl Scouts (WAGGGS). It is presented after the girls have learned about the
international aspects of Girl Scouting and Girl Guiding. Thinking Day is an ideal time for this
ceremony. The pin is worn on the Insignia Tab above the Girl Scout Membership Pin.
Membership Stars
Every Girl Scout receives a gold membership star at the end of each troop year to signify the
completion of one year of Girl Scouting. Additionally, the girls receive a colored disc that fits behind
the star. Each grade level has a specific color disc. The Girl Scout Cadette disc is white, Girl Scout
Senior is red, and Girl Scout Ambassador is navy blue.
National Proficiency Badges

There are 4 kinds of Girl Scout National Proficiency Badges: Legacy Badges, Financial Literacy
Badges, Cookie Business Badges, and Skill-Building Badges. There is also a ‘Make Your Own Badge’
if the girls want to learn more about a certain topic or particular skill.
Legacy
The Legacy badges are based on activities that Girl Scouts have been doing since 1912. There are
seven groups of Legacy badges: Artist, Athlete, Citizen, Cook, First Aid, Girl Scout Way, and
Naturalist.
Financial Literacy
These badges help the girls learn about money – how to make it, how to spend it, how to save it, and
how share it with others.
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Skill Building
More badges can be added depending on the topics of interest to the girls. The additional badges
come packaged in Skill-Building badge activity sets. Each set tells how to earn five different badges
and are coordinated with the National Leadership Journeys. Only Cadettes and Seniors have the
opportunity to earn additional Skill-Building badges.
Cookie Business
Each year the girls can take the skills learned from doing the Financial Literacy badges and use
them during the cookie sale to earn their Cookie Business badge.
Make Your Own

Girls can learn a particular skill or find out more about a topic. Then they can make a badge to teach
them that skill. For more information go to https://www.gsmakeyourown.com/
Safety Award
The Safety Award is earned when Girl Scouts learn how they and their friends can stay safe during
their adventures/outings.
My Promise, My Faith
Girl Scout Cadettes Seniors and Ambassadors can earn these awards (one for each year) by
exploring how Girl Scouting and their faith offer similar ideas about how to act and live.
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Leadership Journey Awards
Each Girl Scout Journey program has three awards that correspond with the theme of the
Leadership Journey. They are the awards that Girl Scout Cadettes, Seniors, and Ambassadors can
earn by completing the various activities throughout the Leadership Journey books. For more
information check out the previous section (pages 26 – 28).
Journey Summit Award

Upon completion of all three Girl Scout Leadership Journeys, the girls will earn this very special
award.
National Leadership Awards

The Silver Torch Award recognizes Cadettes
who act as leaders in their communities.
The Silver and Gold Torch Award recognizes
Seniors who act as leaders in their communities.
The Gold Torch Award recognizes Cadettes
who act as leaders in their communities.
The Community Service Bar is earned when

volunteering with another organization and
completing at least 20 hours of service.
The Service to Girl Scouting Bar is earned by

volunteering at least 20 hours to the Girl Scout
organization.
Participation Patches
Girl Scouts often receive patches for participating in an activity, event, or special program (also
called fun patches). These events are usually one day programs that the council or service area
sponsors. Participation patches are placed on the back of the vest or sash.
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Mentoring Awards for Cadettes
Leader in Action (LiA) – Earned by assisting a Brownie troop/group with any of their National
Leadership Journeys.
Cadette Program Aide – Earned by completing council-designed leadership course training.
Mentoring Awards for Seniors

Counselor-in-Training (CIT) I – Mentoring young girls in a camp setting.
Volunteer-in-Training (VIT) – Mentoring young girls in a troop/group setting.
Mentoring Awards for Ambassadors

Counselor-in-Training (CIT) I – Mentoring young girls in a camp setting.
Counselor-in-Training (CIT) II – Mentoring young girls in a camp setting, focusing skills
on one specific area – such as riding instruction, lifeguarding or the arts
Volunteer-in-Training (VIT) – Mentoring young girls in a troop/group setting.
Bridging Awards
Awarded when completing the bridging steps listed in the Girl’s Guide to Girl Scouting. The award is
presented to the girls during the Bridging Ceremony held at the year of the year.
NOTE: This is an optional award. Girl Scouts do not need to earn the “Bridge to Girl Scout Award”
to advance to the next grade level.
Bridge to Girl Scout Seniors
Bridge to Girl Scout Ambassadors
Bridge to Girl Scout Adult
For more information regarding Girl Scout insignia and awards, refer to the Handbook
section in the Girls Guide to Girl Scouting.
All Girl Scout insignia and awards may be purchased at Girl Scouts of Central Illinois
Service Centers or at http://shop.girlscouts-gsci.org/store/
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Girl Scout Uniform
Since the early days, Girl Scouts has been a

uniformed organization. Today, that tradition
continues, with the uniform representing Girl
Scouting’s trusted relationship between outward
appearance and inward strengths and ideals.
Girls usually wear their Girl Scout uniform for the first
time at the Investiture Ceremony. Girl Scouts may
choose to wear uniforms at meetings or Girl Scout
events to:
Make them easily identifiable to each other and
to the public
Foster a feeling of unity among members
Reinforce the sense of belonging to the Girl
Scout Movement
Wearing a uniform is not a requirement to being a Girl Scout, but uniform pieces provide girls
a place to display their Girl Scout pins and the insignia that they have earned.
The official Girl Scout uniform is a white shirt, khaki pants, and the vest or sash.
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Awards and Scholarships
Girl Scouts in Central Illinois are contributing to their communities in outstanding ways as they
work to make the world a better place. Some examples include: promoting literacy by establishing
a library for a children's organization; caring for the less fortunate by building and stocking food
pantries; supporting students by establishing mentor programs; providing tools for children with
disabilities; and hosting workshops to promote healthy habits.
These achievements are recognized through the Girl Scout Silver and Gold Awards.
In 1980, Girls Scouts introduced the Girl Scout Gold Award (Seniors and Ambassadors, grades 9-
12) as its highest honor, along with the Girl Scout Silver Award (Cadettes, grades 6-8). To receive
these awards, girls must meet requirements that help them prepare for, and complete, a special
project benefiting their communities. Today these two awards are a highlight of the Girl Scout
experience. The Gold and Silver Awards represent the very best in Girl Scouting. To receive these
awards, Girl Scouts must plan and complete a project that benefits their communities.
Girl Scout Silver Award

History
The Girl Scout Silver Award was introduced in1980 to help girls focus on four
areas: skill development, leadership, service, and career exploration. The roots
of the Silver Award are found in a tradition of leadership awards for Girl Scouts:
Golden Eagle of Merit (1916 – 1919)
Golden Eaglet (1919 – 1938)
First Class (1938 – 1940)
Curved Bar (1940 – 1962)
Benefits
Community recognition as a leader
Helps develop skills for earning the Gold Award and can fulfill a requirement towards
working on the Gold Award.
Younger girls will look up to girls that have earned the Silver Award.
Make the world a better place.
Girls are invited to participate in leadership opportunities
To earn the award, your girls will pick a project that they care about and that will make a lasting
difference in the world. As they complete the project, they will meet new people who can offer
them information and advice. This is called networking and it is a great skill to have as a leader. It
can also help the girls as they start thinking about life after high school. Staying in touch with people
they meet as they earn their Girl Scout Silver Award may help they decide on a career they want to
pursue or a college they want to attend.
By working on the Silver Award, the girls will develop lots of self-confidence and their
accomplishment will let others know how much they are capable of doing.
The Guidelines for the Girl Scout Silver Award can be found in the handbook section of the Cadette
Girl’s Guide to Girl Scouting or the website at http://www.girlscouts-gsci.org/girl-scout-silver-
award.
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Girl Scout Gold Award
History
The Girl Scout Gold Award, the highest award in Girl Scouting, recognizes the
leadership, effort, and impact of girls in grades 9 – 12. Only about 5 percent of
eligible girls take the rigorous path towards earning this prestigious award, but
those who complete the journey change the lives of others and their own in
amazing and significant ways.
The roots of the Girl Scout Gold Award are in the history of the organization,
whose tradition of the highest leadership awards for Girl Scouts have
included:
Golden Eagle of Merit (1916 – 1919)
Golden Eaglet (1919 – 1938)
Curved Bar (1940 – 1962)
Benefits
A national award with national standards, it
represents girls’ time, leadership, creativity and
effort contributed to making their community
better.
An increasing number of colleges and universities
have recognized the achievements and leadership
abilities of Girl Scout Gold Award recipients by
establishing scholarship programs for them.
http://www.girlscouts.org/who_we_are/facts/scholarships/
Girls who have earned the Girl Scout Gold Award often enter the four branches of the
United States Armed Services at an advanced level and salary, having been recognized
for their level of leadership shown in earning the Girl Scout Gold Award.
The Girl Scout Gold Award projects themselves solve community issues and improve
lives and the process creates assets for the community and the future.
To earn the award, your girls will pick a project that they care about and that will make a lasting
difference in the world. As they complete the project, they will meet new people who can offer
them information and advice. This is called networking and it is a great skill to have as a leader. It
can also help the girls as they start thinking about life after high school. Staying in touch with people
they meet as they earn their Girl Scout Gold Award may help they decide on a career they want to
pursue or a college they want to attend.
By working on the Gold Award, the girls will develop lots of self-confidence and their
accomplishment will let others know how much they are capable of doing. The best thing, of
course, is that their project will help others in their community locally or globally, which is the
essence of what Girl Scouting and leadership are all about.
Girls who earn their Gold Award are also eligible to be selected as a National Young Woman of
Distinction for demonstrating extraordinary leadership while completing a Take Action project.
The Guidelines for the Girl Scout Gold Award can be found in the handbook section of the Senior
and Ambassador Girl’s Guide to Girl Scouting or the website at http://www.girlscouts-gsci.org/girl-
scout-gold-award.
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Girl Scout Scholarships
Girl Scouts of the USA has compiled a list of universities/colleges, foundations, and Girl Scout
councils that offer scholarships, awards, and grants to Girl Scouts. Though the list is updated
periodically, be sure to check with our council for the most recent information.
For additional information on college scholarships, girls may want to contact their high school
guidance counselor, reach out to the financial-aid office of the school they wish to attend, and/or
check the following websites:
http://www.girlscouts.org/who_we_are/facts/scholarships/Default.asp
http://www.fastweb.com/
http://www.finaid.org/.
With some targeted research, the girls can uncover all sorts of helpful information on securing
grants and scholarships. As with any online application, encourage the girls to always be careful of
the information they share. Before the girls begin their search, it is a good idea for the girls to take
the Girl Scouts internet safety pledge - http://www.girlscouts.org/help/internet_safety_pledge.asp.
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Section 4: Troop Information
Troop Finances
Helping girls decide what they want to do, and coaching them as they earn and manage money to
pursue their goals, is an integral part of the Girl Scout Leadership Experience. Your Girl Scout group
plans and finances its own activities, with your guidance. At the same time, the girls learn many
valuable skills that serve them throughout their lives.
Girl Scout groups are funded by a share of money earned through council-sponsored product sale
activities (such as Girl Scout cookie program), group money-earning activities (council-approved,
of course), and any dues your group may charge. (This is in addition to the $15 annual membership
dues that go to the national organization.)
If your group is earning and spending money, the group is required to set up a bank account. GSCI
has a list of preferred banks to use. If you are taking over an existing group, you may inherit a
checking account, but with a new group, you will want to open a new account.
As the Adult Volunteer you are fiscally responsible for the troop’s finances. Be sure to retain all
receipts and communicate finances to both girls and parents/guardians. Financial
mismanagement will not be tolerated. For more information, check the Troop/Group Finances
chapter of the Volunteer Essentials.
Unused Girl Scout money left in accounts when groups disband becomes the property of GSCI.
Prior to disbanding, the group may decide to donate any unused funds to a worthwhile
organization, to another group, or for girl activities. As when closing a personal account, be sure all
checks and other debits have cleared the account before you close it, and realize that you may
have to close the account in person. Turn remaining funds over to your Membership Specialist.
Money-Earning Basics
Girls earn money in two distinct ways:
The Girl Scout Cookie Program and other sales of Girl Scout-authorized products (such
as Girl Scout cookies, magazines, or nuts and candy), organized by GSCI and open to all Girl
Scouts. Girls can participate in two council-sponsored product sale activities each year:
the cookie sale and one other council-authorized product sale. All girl members who take
part in any way of Girl Scouting (troop, camp, travel, etc.), including Girl Scout Daisies are
eligible to participate in council-sponsored product-sale activities, with volunteer
supervision. Please remember: volunteers and Girl Scout council staff do not sell cookies
and other products – girls do.
“Group money-earning” refers to activities organized by the group (not by GSCI) that are
planned and carried out by girls (in partnership with adults) and that earn money for the
group.
How do I open a bank account for my Girl Scout Troop?

Opening a bank account is one of the first steps in getting your Girl Scout troop up and running. Girl
Scouts of Central Illinois strongly encourages you to use their recommended financial institutions
or their subsidiaries. We have developed a close relationship with these institutions and know that
that they have low or no costs for non-for-profit accounts, allow debit cards, and have a short
turnaround for processing paperwork.
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Establishing a Troop Bank Account
You will receive guidelines and instructions for establishing a troop bank account at your New
Leader Orientation. More information can be found in the Volunteer Essentials.
All money raised or earned and other assets received in the name of and for the benefit of Girl
Scouting must be authorized by Girl Scouts of Central Illinois and used for the purposes of Girl
Scouting. Such monies and other assets become the property of and are administered by GSCI.
Such assets are not the property of an individual girl or adult, service area, troop/group or
communities within the council. Any person who misuses council assets will be removed from
their Girl Scout position(s) and is subject to prosecution.
Possible Expenses Additional Expenses

GSUSA Membership Fee $15.00** The Girl’s Guide to Girl Scouting $22.50
Girl Scout Membership Pin $ 2.00 Journey Leadership Book (each) $ 7.00
World Trefoil Pin $ 2.25 Journey Awards (each) $ 5.00
Flag patch $ 1.75 Safety Award $ 3.00
Membership star with disc $ 1.10 Badges (each) $ 1.50
Troop numerals $ 5.00 My Promise Pin (each) $ 3.00
Vest $22.50 Cookie Pin (each) $ 1.15
Tab $ 2.50
Total (estimated) $52.10
**GSUSA Membership Fee will increase to $15.00 for the 2014 membership year.
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Guidelines for Girl Scout Parent Meetings
Having a parent meeting is important to the success of your Girl Scout troop/group. Parent
meetings allow you to meet your greatest resource. Parents need to be communicated with on a
regular basis, asked directly to help with troop meetings and activities and feel that they are
involved with their daughters. Below is a sample agenda to help you plan a parent meeting.
Welcome and Introductions

Personally welcome all parents and guardians.
Be sure everyone has a name tag.
Have an activity where parents/guardians can introduce themselves and learn
something about each other.
Introduce your co-volunteers, and any other adults helping with the troop.
Provide Information About Girl Scouts

Share the Girl Scout Mission.
Share the Promise, Law, and Leadership Experience outcomes.
Describe, in your own words, the benefits of being a Girl Scout.
Explain the importance of girl/adult partnerships, helping girls to learn to make
decisions, and what that will look like for Girl Scout Cadettes, Seniors or Ambassadors.
Troop Volunteer’s Job

Describe the trainings you have taken, or will be taking.
Briefly explain your responsibilities as a troop volunteer.
Explain the support you will receive from the Service Area and Girl Scout Council.
Parent/Guardian Responsibilities
Explain specifically how adults/parents can help to support the troop.
Share your expectations of adults/parents, and how they can help you be a volunteer,
especially the financial support needed.
Explain the benefits of having parents involved with their daughters in Girl Scouts.
Invite adults/parents to register with the troop. Be sure to have them complete the
volunteer application process, which can be found on the website.
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Section 5: Meetings for Girl Scout Teens
Creating a Quality Experience
Girl Scouting’s promise to girls is stated in the mission: Girl Scouting builds girls of courage,
confidence, and character, who make the world a better place. Girls engage in activities that help
them Discover themselves and their values, Connect with others, and Take Action to make the
world a better place.
A quality Girl Scout Leadership Experience includes going on a Leadership Journey, earning
badges, taking field trips, selling Cookies and Fall Products, and enjoying Girl Scout traditions.
Together with the girls and families in your troop, you will take part in activities and challenges
where girls play an active part in planning and doing, learn by doing, and work together toward
shared goals.
Girl Scout Meeting Tips
First-time Girl Scouts
If girls are meeting each other for the first time, advisors may need to plan and structure the first
and possibly the second gathering. Most often, the first gathering will be focused on activities that
are FUN to the girls and include team-building and getting to know one another activities. The next
meeting will often involve idea sharing and planning and kick-off how the girls themselves see their
meetings and what will work for the girls, advisors and parents.
Girl Scouts who have already been in a troop

If the girls have been a troop/group for a long time, the first meeting for them will be the discussing
how the girls see themselves in their new role as a Girl Scout Cadette, Senior or Ambassador and
what type of meetings/gatherings will work for the girls, advisor, and parents.
Whether first-time or long-time Girl Scouts, the girls are encouraged to “think outside of the box”
regarding their meetings. Deciding on the formats themselves is an essential activity for a girl that
encourages cooperative learning and learning by doing.
Advisors – guide the planning by asking the girls:

How often can we truly get together?
What format and places will work best – bi-weekly evenings? Meeting at a coffee shop?
Saturday mornings? Monthly sleepovers?
What do the girls want to accomplish when gathering?
How can the Girl Scout program support the girls in their lives and other activities?
As stated before, the Leadership Journey “How To Guide” offers sample schedules of 10
sessions, each lasting about 90 minutes. Each sample session provides more activities and
examples than you and the girls can or will want to cover. The length and content of the gathering
are determined by the girls’ interests.
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What You Will Find in Each Session
At a Glance - The session’s goals, activities and a list of simple materials you will need.
What to Say – Examples of what to say and ask the girls. You do not have to read from the
“script.” The girls and you will have far more fun if you take the main ideas from the
examples provided and then just be yourself.
Activity Instructions – Tips for guiding the girls through activities and experiences. There
are plenty of “tools” (charts and suggestions) to correspond to the experiences on the
journey.
Coaching to Create a Quality Experience – The quality of the Girl Scout Leadership
Experience depends greatly on three processes – Girl Led, Learning by Doing, and
Cooperative Learning. By following the prompts in the guide for activities, reflections, girl
choice-making, and discussions, you will be using the processes.
Tying Activities to Impact – The How To Guide notes the purpose of the journey’s
activities and discussions, so you will always understand the intended benefit to girls. You
will be able to see the benefits by observing the “signs” that the girls are achieving the
national Girl Scout Leadership Outcomes.
Running the Meetings

1. Go with the flow.
 Expecting Girl Scout Cadettes, Seniors, and Ambassadors to meet weekly for an hour is
unusually unrealistic given girls’ schedules and activities.
 Meeting with girls once a month is not only acceptable, it may be the only way to get all
the girls together.
 Be open to possibilities that make the meetings feasible for everyone.
 Priorities shift as girls get older. Girls who choose a babysitting job or a sports
tournament over a Girl Scout activity are not necessarily telling you that the troop is not
important to them. They are learning to prioritize among several options during their
adolescent years. Be accepting and positive when they are unable to attend a troop
event.
 Have a meeting plan and agenda.
 Allow girls time to socialize.
 Have an opening, a symbolic gesture that the meeting has started.
 Help the girls conduct and record the business of the meeting.
 Have a meeting closing – again, a symbolic gesture that the meeting is over.
2. Get the word out.
 Be sure that girls and parents know when and where the meetings will be held.
 Keep the lines of communication moving between meetings. Reminder cards, email,
text messages, newsletters or a phone chain are all effective ways to communicate with
girls and their families. Try using a social networking site, such as Facebook, to set up a
private group where the girls can communicate with each other.
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3. Be aware.
 Get copies of schedules from the girls’ schools and plan around sports events, band and
chorus activities, exam schedules, etc. Try to attend some of their games and/or
performances – the girls will appreciate your involvement.
 Know which of the girls have extracurricular activities, jobs, etc. Plan around those
calendars, too.
 Talk with girls’ parents and find out their plans for family vacations, church meetings,
etc., that the girls might forget to mention.
4. Be pro-active.
 Plan troop activities well in advance. The girls and their families will know what is
happening and can make plans accordingly.
 Get troop reservations in early for scheduled events. By doing this you will increase the
likelihood of the girls being able to participate, and girls have time to put them on their
calendars and work other schedules into troop activities.
Materials for First Gathering

Name tags (if needed) – Set out something unique for making nametags. Paper scissors,
scrapbooking materials, fabric, magazines, cloth, markers, etc. Have the girls design the
nametags and use as needed.
Refreshments – Have something for them to eat and drink. After the first gathering, girls
can decide if snacks are needed and how they should be provided.
Troop Box – Have a sturdy cardboard or plastic box, preferably with handles, to carry the
items you will regularly need at troop/group meetings. They may be obtained by purchasing
them with funds donated by the parents, by having each family donate certain items, or by
securing a sponsor willing to provide items. They will be kept in the troop box and taken to
every meeting. File folders for each girl can serve as a “mailbox” for important information
and forms needing completion.
First Aid Kit – The First Aid kit should be on hand at every meeting and outing. Check with
the Safety Activity Checkpoints for a list of suggested items for the First Aid kit.
Resource books – Have on hand Safety Activity Checkpoints, Volunteer Essentials,
Journey Leadership books, and the Girl’s Guide to Girl Scouting.
Three-ring binder – A notebook with divider inserts helps to organize troop records,
permission slips, finance records, troop newsletter, etc. As organization of the troop/group
progresses, many of these records can be organized and maintained by the girls.
Materials for on-the-spot activities – This will depend on the grade level and maturity of
the girls. Construction paper, markers, pencils, scissors, crayons, and glue are options, but
so are teen magazines, news magazines, age appropriate novels, etc., that can encourage
on the spot discussions during “down time.” Discuss with the girls what they would like to
have available for them.
American and/or Troop flag – These are optional items.
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Sample Meeting Structure
The following is a structure that the girls may use to create their gatherings:
Starting Point – While girls may not want an official “ceremony” to open the meeting, be
sure to have some way of indicating that the meeting has started.
Business/Discussion – Take care of the troop business now. One of the girls should be
responsible for taking attendance. Collect any forms such as permission slips or other
items that the girls may be bringing back. Discuss or brainstorm future plans and projects
such as field trips or service projects.
Activity – This is the main part of the meeting for the girls. Activities will vary: speakers,
presentations, service projects, etc. Make sure that the girls are taking a primary role in the
selection, planning, and facilitation and that all activities align with the Leadership
experience.
Cleanup – Everyone should pitch in or use a kaper chart if your group is large enough.
Ending – A time to wind down and wrap up the meeting. You need to have some way to
wrap up and review, and to indicate the meeting is over and it is time to leave.
A Sample First Meeting

Name tags – Let each girl decorate a name tag and print her name on it.
Try to visit and talk with the girls as they arrive so you will feel more comfortable with each other.
Encourage the girls to get to know each other also. During the first meeting, if the girls are
communicating well, you may want to let them continue for a while.
Snack (if preferred at this time) – This should take 10 – 15 minutes.
Business/Discussion – Make the Girl Scout Quiet Sign by holding up the right hand, palm open. If
the girls do not recognize the quiet sign, then explain. This is a respectful way to get their attention
and bring the group together. Nobody likes to be yelled at, or shushed!
Introduce yourself to the girls and ask each girl to introduce herself. A circle works well for this
activity. Another adult (and later a girl) can take attendance as the girls introduce themselves.
Provide a short “check in” – each girl can provide a “weather report” on her day or tell a “little-
known” fact.
Note: Now that the girls are beginning to know each other’s names, you could try the
‘Autograph Hunt’ or the ‘Bingo’ game (Appendix). When the activity slows down, have the
girls report out what names they have on their sheets.
Activity – Give each girl, pair of girls or small group of girls a Journey book or Girl’s Guide to Girl
Scouting. Allow 15 minutes or so for them to look through the resources and find an activity or
badge that looks like it would be interesting to do. Explain that not all girls will want to do the same
things. It may be that small groups will do different things and that many activities can be done on
their own with you (or another adult) advising them. When time is up have the girls share what they
have found.
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Brainstorm things they think would be fun for the group to do. It is not necessary to
start working toward an award at this time (or any other time, for that matter!) Just
find some things that the girls would enjoy doing. You might suggest a guest presenter
or a low-cost activity. They won’t be making a decision at this time about what they will
be doing. It might even be better to have them think it over until the next gathering. As
they get to know one another better they can begin working toward earning awards, if
they want to, and to set goals for the group.
Clean-up – Use the Kaper Chart

Closing – The Quiet Sign can be used as needed. Finalize any business, such as
announcements/questions, distribute any papers they need to take home, remind them of the
next meeting/gathering, etc. The final activity should be meaningful – another check-in, Friendship
Circle, or short inspirational moment. Girls will enjoy planning this and going home with a sense of
completion and inspiration.
Note: Most of these meeting/gathering activities can be planned and led by the girls, once
they have established structure and a leadership rotation.
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Section 6: Ceremonies for Girl Scout Teens
Girl Scout Ceremonies
Ceremonies play a very important role in Girl Scouting, and there are many opportunities to use
them. A ceremony may welcome new girls into Girl Scouting (Investiture), observe a special Girl
Scout day (Thinking Day Ceremony), may recognize accomplishments (Court of Awards), or may
open or close a meeting (Flag Ceremony).
Troops may also design their own ceremonies around special occasions. Use ceremonies as often
as you wish – just remember to let the girls help you plan them! Below are some tips to help you
have a successful Girl Scout ceremony.
Practice the ceremony in advance, but do not expect the girls to memorize every word.
Invite guests to your ceremony when appropriate. The presence of relatives and friends
can make the ceremony even more specials for the girls.
Try to include the Girl Scout Promise and Law in every ceremony.
Set the right atmosphere for your ceremony: the setting, the music, and lighting can help.
Balance the joy and the seriousness of the event.
Suggested Dates and Occasions

INVESTITURE
A ceremony to welcome new girls and adults into the Girl Scouting program. It is held anytime a
person joins the Movement as a new member. Note: A person is invested only once in their
lifetime.
REDEDICATION
A ceremony for girls and adults who have already been invested at some time in their life. It is a
time for them to reaffirm their belief in the Promise and Law and to reflect upon the meaning of Girl
Scouting in their lives. It is usually held at the beginning of each Girl Scout year. Note: If a person
rejoins the Movement after a period of absence, they are welcomed back at a rededication
ceremony.
FOUNDER'S DAY (Juliette Low's Birthday)
A ceremony and/or celebration held on or about October 31 of each year. It is a program to
recognize the important role that Juliette Gordon Low played in the development of the Girl
Scouting program in the United States.
PATROL LEADER INSTALLATION
A ceremony at which time patrol leaders receive the double gold cords of their position. It is held
each time new patrol leaders are selected.
TROOP BIRTHDAY PARTY
A ceremony and/or celebration recognizing the anniversary date of the beginning of the troop.
WORLD THINKING DAY
A ceremony and/or celebration held on or about February 22 each year. New members can receive
the World Trefoil Pin and all Girl Scouts observe the international aspects of the Movement.
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GIRL SCOUT'S BIRTHDAY
A ceremony and/or celebration to mark the beginning of Girl Scouting in the United States, which is
March 12, 1912.
GIRL SCOUT SUNDAY/SABBATH
A ceremony held each year during Girl Scout Week --- the week of March 12. It is a time for Girl
Scouts to reflect upon the importance of the words "to serve God" in the Girl Scout Promise. Some
religions observe Girl Scout Sunday on the Sunday beginning Girl Scout Week, while other religions
observe the Girl Scout Sabbath on the Saturday ending Girl Scout week. People of the Jewish faith
also call it Shabbat.
GIRL SCOUT WEEK
Ceremonies and celebrations are held throughout the week of March 12 each year.
COURT OF AWARDS
A ceremony to recognize the achievements of Girl Scouts. It is on this occasion that girls receive
the insignia they have earned. This ceremony can be held any time during the Girl Scout year. At
the last Court of Awards of the year, members can receive their membership stars.
FLY-UP
A ceremony held at the end of the Girl Scout year for Girl Scout Brownies bridging to Girl Scout
Juniors. It is at this time the girls receive their Girl Scout Brownie wings.
BRIDGING
This ceremony is held for any Girl Scout moving up to a new grade level in the program: Girl Scout
Daisies to Girl Scout Brownies, Girl Scout Brownies to Girl Scout Juniors, Girl Scout Juniors to Girl
Scout Cadettes, Girl Scout Cadettes to Girl Scout Seniors, Girl Scout Seniors to Girl Scout
Ambassadors, and Girl Scout Ambassadors to Adult Girl Scouts.
CAMPFIRE
A ceremony and/or celebration held around a fire. The meaning of a campfire lies in the spirit of the
program. It can unlock the spirit of mystery, romance, sisterhood, humor, and magic within the
heart of each participant.
ADULT RECOGNITION
An occasion at any time of the year when adults are recognized for their service to Girl Scouting.
GIRL SCOUT'S OWN
It is a solemn time given over to the girls themselves to create a moment of their very own. A Girl
Scouts' Own can be held at any time and can take place at a troop meeting, at an inter-troop
gathering, or at camp.
OPENING
A ceremony to begin a meeting or event.
CLOSING
A ceremony to end a meeting or event.
FLAG
A ceremony to recognize our allegiance to our nation or discard a worn flag. A flag ceremony can
be held as part of a celebration. It can also be used to open a troop meeting as well as on a separate
occasion.
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Traditional Candlelight Investiture/Rededication Ceremony
Before and/or after the investiture/rededication portion of the ceremony a troop may choose to
have a flag ceremony, sing a song, etc. However, the investiture/rededication should be the main
part of the ceremony.
Supplies:
14 candles (three for the Girl Scout Promise, 10 for the Girl Scout Law and one to light all
other candles)
The Troop stands in horseshoe formation around a table with ceremonial candles. Open end of
the horseshoe should be towards the audience.
The Adult Volunteer or one of the girls begins the ceremony by explaining the meaning of
“investiture” and/or “rededication” and the symbolism of the tree candles for the Girl Scout
Promise and ten candles for the Girl Scout Law.
The participating girls and/or adults begin to light the candles. This is show by the *. One candle is lit
for each part of the Girl Scout Promise and the ten parts of the Girl Scout Law. The number of
participants will determine how many candles each girl/adult lights. If you need more “parts,”
consider having one girl speak and one girl light the candle.
1. The Girl Scout Promise: On my honor, I will try * (this is the candle used to light all others)
2. To serve God and my country*
3. To help people at all times *
4. And to live by the Girl Scout Law. *
5. The Girl Scout Law: I will do my best to (no candle lit)
6. Be honest and fair *
7. Be friendly and helpful *
8. Be considerate and caring *
9. Be courageous and strong, and *
10. Be responsible for what I say and do. And to *
11. Respect myself and others *
12. Respect authority *
13. Use resources wisely *
14. Make the world a better place *
15. Be a sister to every Girl Scout. *
Leader: “At this time the girls of Troop # __________ will rededicate themselves to the service of
Girl Scouting.”
All returning members are called forward. They repeat the Girl Scout Promise and are
welcome back to the troop by an adult member with the Girl Scout Handshake. They then
return to the horseshoe.
Leader: “Now our new members will be invested into Girl Scouting.”
Leader, or one of the rededicated girls, calls each new girl and adult forward.
Each new member then repeats the Girl Scout Promise and receives their Girl Scout
Membership Pin and Promise Circle.
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Cadette, Senior or Ambassador Rededication Ceremony
Setting: Room is dark except for thirteen lit candles.
Leader: We know our Promise and our Law. We have recited it many times over the years. We may
have questioned its importance in our life or forgotten its value. But, what would the world be like if
we stopped serving God and our country? (Blow out one candle)
What would the world be like if we stopped helping people in need? (Blow out one candle)
What would the world be like if we stopped living by the Girl Scout Law? (Blow out one candle)
(At this point, Leader can pause, then blow out all ten remaining, or continue…)
What would the world be like if we all chose to be dishonest and self-serving? (Blow out one
candle)
What would the world be like if we stopped being friendly and did not help others? (Blow out one
candle)
What would the world be like if we were inconsiderate and did not care about others? (Blow out
one candle)
What would the world be like if we did not take a stand for our beliefs? (Blow out one candle)
What would the world be like if we blamed others for our actions? (Blow out one candle)
What would the world be like if we showed no respect for anyone including ourselves and all
authorities? (Blow out two candles)
What would the world be like if we did not recycle and left trash everywhere? (Blow out two
candles)
What would the world be like if we treated our sister Girl Scouts poorly? (Blow out one candle)
Continue through the law until all candles are out and the room is dark. Pause.
If we choose this path, our world becomes very dark. Pause
But I, ____________________, make a commitment today to serve God and my country. (Re-light 3
candles)
Who else wants to renew their Promise and Law?
Allow girls to re-light each candle while they say their part of the Promise and Law.
Girl: I, ____________________, make a commitment to be honest and fair. (Re-light a candle)
Girl: I, ____________________, make a commitment to be friendly and helpful. (Re-light a candle)
Girl: I, ____________________, make a commitment to be considerate and caring. (Re-light a
candle)
Girl: I, ____________________, make a commitment to be courageous and strong. (Re-light a
candle)
Girl: I, ____________________, make a commitment to be responsible for what I say and do. (Re-
light a candle)
Girl: I, ____________________, make a commitment to respect myself and others. (Re-light a
candle)
Girl: I, ____________________, make a commitment to respect authority. (Re-light a candle)
Girl: I, ____________________, make a commitment to use resources wisely. (Re-light a candle)
48
Girl: I, ____________________, make a commitment to make the world a better place. (Re-light a
candle)
Girl: I, ____________________, make a commitment to be a sister to every Girl Scout. (Re-light a
candle)
Close with a favorite Girl Scout song.
BRIDGE TO GIRL SCOUT SENIOR

Ceremony #1
Supplies:
 8 white candles and holders  Bridging certificate  Membership star and disc
 Bridge  Bridging patch  Matches
Girl Scout Cadettes should be in a horseshoe on one side of the bridge and a Girl Scout Senior(s)
on the other side of the bridge. After the Girl Scout Cadettes cross the bridge and are met and
given the Girl Scout handshake by the Girl Scout Senior(s), they should then form a horseshoe with
the Girl Scout Seniors.
Leader: When you are a Girl Scout Senior, your life is filled with action. In addition to group
activities, Girl Scout Seniors have many individual opportunities coming their way. You can take
part in special events and activities planned by Girl Scout Seniors for Girl Scout Seniors. You can be
a delegate or a member of Girl Scouts of Central Illinois’ council board and help plan council
activities. You may be selected for one of the many destinations open to Girl Scouts each year.
And during your journey as Girl Scout Seniors, you can now begin to work on the Senior Visionary
Award, the Senior Harvest Award, and the Sisterhood Award. These awards lay the foundation
needed for you to pursue the Girl Scout Gold Award, the highest award in Girl Scouts.
New Girl Scout Seniors may alternate lighting the candles and saying the parts of the
following pledge:
I pledge as a Girl Scout Senior to:
1. Uphold the highest ideals of womanhood as expressed in the Girl Scout Promise and Law.
2. Be thoughtful and considerate and assume my share of responsibility in the activities of my
troop.
3. Be a better citizen of my community and prepare myself for the duties and responsibilities
of adult citizenship in a democracy.
4. Realize my deep commitment to volunteer my services wherever and whenever needed.
5. Keep myself healthy and the world around me as safe as I can make it.
6. Seek new knowledge and the skill to use it.
7. Increase my knowledge and understanding of the peoples of the world toward the goal of
peace.
8. Prepare myself for the future.
Return to horseshoe
Do a closing or a song.
49
Ceremony #2
Supplies:
 Yellow Roses or Daisies  Bridging certificate
 Membership star and disc  Bridging patch
The speaking parts can be split up into a few more parts if you have more girls available.
Girl Scout Senior: Tonight we Girl Scout Seniors celebrate with these Girl Scout Cadettes, who are
ready to bridge into Senior Girl Scouting. It is our aim during this evening to see that you have a
glimpse into the different options of the Girl Scout Senior program and that we can get to know
each other.
Girl Scout Senior: We know that you have prepared yourselves well and will want to use your
experience to extend your knowledge and to explore new interest. We know too, that you will
adhere to the belief in the Girl Scout Promise and Law, which underlies the activities in the Girl
Scout Senior program.
All join in the Girl Scout Promise and Law.
Girl Scout Senior: There are so many journeys to explore! In the journey of GIRLtopia, you will
consider the reality of life for girls throughout the world. During the Sow What? journey, you will
examine big food issues, the caring of our planet, and nourishment from the land, which has been
the core of Girl Scouting since its founding in 1912. Mission: Sisterhood, is a journey designed just
for you to see how much sisterhood does for the world.
Girl Scout Senior: And now it gives us much pleasure to present you with a gift to represent your
bridging from Girl Scout Cadette to Girl Scout Seniors. As your name is called, please come forward
to receive your gift.
Girl Scout Senior: (After all the girls have received their gifts)
Let us be friends in everything of duty and of play.
And in whatever other deeds we do from day to day.
Let us be kind and generous to those who cross our path
And not allow ourselves to live in jealousy or wrath.
Let us consider what we have and how much we can spare
To spread the sunshine within us to others everywhere.
For, after all, our happiness to some degree depends
On how we go about the task of comforting our friends.
So let us follow friendliness with every step we take
And do some worthy deed each day for someone else’s sake.
Close with an appropriate song.
50
BRIDGE TO GIRL SCOUT AMBASSADOR
Supplies:
 8 white candles and holders  Bridging certificate  Membership star and disc
 Bridge  Bridging patch  Matches
Girl Scout Seniors should be in a horseshoe on one side of the bridge and a Girl Scout
Ambassador(s) on the other side of the bridge. After the Girl Scout Seniors cross the bridge and
are met and given the Girl Scout handshake by the Girl Scout Ambassador(s), they should then
form a horseshoe with the Girl Scout Ambassadors.
Leader: When you are a Girl Scout Ambassador, your life is filled with action. In addition to group
activities, Girl Scout Ambassadors have many individual opportunities coming their way. You can
take part in special events and activities planned by Girl Scout Ambassadors for Girl Scout
Ambassadors. You can be a delegate or a member of Girl Scouts of Central Illinois’ council board
and help plan council activities. You may be selected for one of the many destinations open to Girl
Scouts each year. And during your journey as Girl Scout Ambassadors, you can now begin to work
on the Ambassador Advocate Award, the Ambassador Sage Award, and the Ambassador Dream
Maker Award. These awards lay the foundation needed for you to continue your pursuit of the Girl
Scout Gold Award, the highest award in Girl Scouts.
New Girl Scout Ambassadors may alternate lighting the candles and saying the parts of the
following pledge:
I pledge as a Girl Scout Ambassador to:
1. Uphold the highest ideals of womanhood as expressed in the Girl Scout Promise and Law.
2. Be thoughtful and considerate and assume my share of responsibility in the activities of my
troop.
3. Be a better citizen of my community and prepare myself for the duties and responsibilities
of adult citizenship in a democracy.
4. Realize my deep commitment to volunteer my services wherever and whenever needed.
5. Keep myself healthy and the world around me as safe as I can make it.
6. Seek new knowledge and the skill to use it.
7. Increase my knowledge and understanding of the peoples of the world toward the goal of
peace.
8. Prepare myself for the future.
Return to horseshoe
Do a closing or a song.
51
BRIDGE TO ADULT GIRL SCOUT
Ceremony #1
Leader: Through the Girl Scout Leadership Experience we have outcomes for the ways in which we
hope each girl will grow through her Girl Scout journey. We hope that she will:
Girl Scout Ambassador: Discover myself and values and use my knowledge and skills to explore
the world.
Girl Scout Ambassador: Connect with other girls to care about, inspire, and team together locally
and globally.
Girl Scout Ambassador: Take Action to make the world a better place.
Poem (girls read together)
We are the present…and the future too.

We turned our eyes to you to point the way.
We learned to walk, ourselves, against the day
When you no longer lead us by the hand.
You taught us the meaning we need
For, soon, there will be those
Whom we must lead
In ways which you have shown.
And, having taught us,
Show us that you are not afraid for us to walk alone.
You taught us to reach for the stars,
To gather ourselves the dreams
That beckoned once to you.
You taught us those things that we must know
To make your dream, our dream come true!
By Joan McEniry
Leader:
You’ve been Ambassador Girl Scouts and how you’ve matured.

You’ve learned, grown, and shared
And shown how much you truly care.
We will miss you, our sister Girl Scouts,
And hope you continue as Adult Girl Scouts.
Submitted by Jari, Girl Scouts – Arizona Cactus-Pine Council
52
Ceremony #2
All: Girls lead with courage, confidence and character to make the world a better place.
1. Thank you for providing us the imagination to see the world.
2. Thank you for giving us vision of what we may become.
3. Thank you for instilling us with patience, wisdom, and goodness.
4. Thank you for touching our lives with color and beauty, with creativity, friendship and the
love of people.
5. Thank you for helping us to be generous and kind.
6. Thank you for giving us faith and hope for the future.
7. Thank you for showing us the deep joy which comes from unselfish service to those who are
less fortunate so that the world is better for our having lived upon it.
8. Thank you for nurturing us as children and challenging us as young adults.
Leader: As we return to our homes, grant us the wisdom and strength to take up our part in Girl
Scouting and the life of our communities with sincere love and commitment.
Submitted by Jari, Girl Scouts – Arizona Cactus-Pine Council
Ceremony #3
Leader: Today as you prepare yourself for the future, remember also to think not only of the
young adult you are today, but of the woman you will become. The Girl Scout Promise and Law will
help you take action when you are faced with a decision and will help you develop the personal
values that will give meaning and direction to your life.
Call each girl by name who earned the Bridge to Adult Girl Scouting and present her with her
Bridge to Adult Pin.
Have the girls rededicate themselves to the service of Girl Scouting by reciting the Girl Scout
Promise and Law.
Leader: There are many different adult positions in Girl Scouting that makes Girl Scouts possible.
Most importantly is the Girl Scout leader who helps in planning, shares expertise, and finds other
resource people who can also help with various parts of the Girl Scout program. As you embark on
this adventure, we wish you well.
Closing: Friendship Circle of Adults and girls. Sing Girl Scouts Together, On My Honor, or whatever
song that is deemed appropriate.
Submitted by Jeannie
53
Ceremony Planner Form
Purpose of Ceremony: Theme of Ceremony:
When will it take place? Where will it take place?
Who will be invited?
Activities Props Who’s Responsible

Before Ceremony:
Opening:
Main Part:
Closing:
Evaluation:
What did the girls see?
What did they hear?
What did the girls like?
What did they not like?
What did they learn?
What would they change for next time?
54
Section 7: Trips and Travel
Places to Go, Things to Do, People to See
To ensure that any travel you do with the girls infuses the Girl Scout Leadership Experience at
every opportunity, limit your role to facilitating the girls’ brainstorming and planning – but never
doing the work for them. Allow the girls to lead, learn collaboratively, and learn by doing (and by
making mistakes). All the while, however, provide ideas and insight, ask tough questions when you
have to, and support all their decisions with enthusiasm and encouragement!
Suggestions:
 Festivals  Caving
 Restaurant Dinners  Lighthouse explorations
 Sporting events  State and National Parks
 Ice Skating/Roller Skating  Bike riding
 Musicals and plays  World Centers
 Pottery Studio  New York City National Headquarters
 Challenge Courses  Washington, D.C.
 Radio/TV Stations  Horseback Riding
 Spa days  Ride the Amtrak to Chicago or St.
 Camping Louis
 Council-sponsored events  Water activities
 Birthplace of Juliette Gordon Low,  Theme Parks
Savannah, GA  Canoeing
 Museum of Science and Industry –  Geocaching
Chicago  Skiing
 Shedd Aquarium – Chicago  Archery
 Field Museum – Chicago  Leadership Conferences
 Gateway Arch – St. Louis  Girl Scout National Conventions
 St. Louis Zoo  GSUSA Destinations
 St. Louis Science Center 
 Meramac Caverns – Stanton, MO
 Cahokia Mounds
Seeking Council Permission
Before most trips, you and the girls will need to obtain council permission, although GSCI does not
require this information for trips of one day within GSCI boundaries. Be sure to use the Trip
Approval Form and Parent Permission Form for all activities away from the normal meeting place.
http://www.girlscouts-gsci.org/publications-and-forms. For additional travel information, check
with the Travel Program Specialist and http://www.girlscouts.org/program/travel/.
Be sure to check the Volunteer Essentials and Safety Activity Checkpoints for more
details regarding trips and travel.
55
Section 8: Appendix
Commonly Asked Questions
1. When should I pass out patches?
You can pass out the badges, patches or earned awards any time. Some leaders like to give
them out right after the meeting where the girls have earned them. Some leaders wait until
the end of the year and give all the recognitions earned at a ceremony. But, girls may have
trouble remembering when and how they earned something eight months before, so
several ceremonies during the year could be appropriate. Ask the girls what they prefer and
see if you can come up with a system that works for everyone.
2. We are a new troop and have no money.
When starting a new troop you will not have any money, but do not be discouraged. It is
common for a leader to charge dues or an activity fee. This is something that can be
discussed at the first parent meeting.
Dues Activity Fee

Collecting a set amount at each meeting Asking the parents to pay a set amount
(girls bring $2 to each meeting) at the beginning of the year (15 meetings
x $2.00 per meeting = $30 paid at one
time)
Pros Pros
Girls learn responsibility by bringing Easy for leaders to track
money to each meeting Easy for parents to pay all at once
Easiest on the parents – pay a little at a Leaders can plan activities for the year
time by knowing how much money they have
Cons Cons
Not a lot of money to work with since it is Can be a lot of money upfront for some
coming in a little at a time parents
Leader has to keep track of it since the What if a girl drops out of the troop – do
girls often forget you offer a refund?
Some families may find even that small
amount a hardship
3. Does every troop have to open a bank account?

Every troop must set up a bank account. See Volunteer Essentials for specifics on opening
the troop bank account.
Here are a few tips to remember about the bank account:
 Every troop account must have two non-related troop representatives as well as
two council signers, Pam Kovacevich, CEO, and Kim Streib, CFO.
56
 Depending on the bank’s policy, you may need some money to start a bank account.
At the first parents’ meeting ask the parents for dues or the activity fee so you have
some money to open an account.
 If you need to reimburse yourself, have the other signer on the account sign the
check. Never write a check to yourself!
 Never use an ATM to retrieve money.
 Report any changes to your bank account immediately! That includes but is not
limited to account numbers or signers changing.
4. Can the troop do a money earning project?
Girl Scouts of Central Illinois offers two product sale activities every year.
 Girl Scout Fall Product Activity
 Girl Scout Cookie Activity sale
 Troops must participate in both product sale activities before doing an additional
money earning project. Additional bake sales, car washes, garage sales, etc., are
allowed if additional funds are needed. A form needs to be completed for
permission to participate in an additional money earning project.
5. What should the money be spent on?
 Money is to be spent on the troop. Ask the girls what they would like to do
(community service projects, crafts, a council sponsored activity, camping, etc.).
 Money can also be spent on general supplies – crayons, scissors, postage stamps,
gas for field trips, etc.
 Most troops will pay for the badges that are earned during troop meetings.
Additional badges earned by individuals at home can be paid by the parents.
 The troop can also pay for leader trainings such as First Aid/CPR certification.
 Remember, the money is not an individual girl’s, but it is the troop’s money.
6. We had a great cookie sale! What should we do with the money earned?
The troop account should be spent during the membership year.
 Money can be used for an end of the year trip.
 Pay for next year’s membership registration.
 Purchase uniforms, books, badges, program fees, etc.
7. Worried about money for the next year?
Troops can participate in the Fall Product Activity to boost their bank account.
8. Should my troop do a community service project?
Yes! Community service is a large part of Girl Scouting. Projects should be girl-led to help
provide support to organizations the girls feel passionate about.
57
9. A field trip sounds like fun! Tell me more.
Most troops find an end of the year field trip a good way to conclude the year and spend
troop funds. Remember, trips are like all other projects and must be grade level appropriate.
With any trip be sure to communicate plans with your Membership Specialist. They are a
great resource and will coach you through the planning. Do not forget, if you are traveling
outside of the GSCI jurisdiction, participating in high risk activities, or having an overnight, a
Trip Approval Form is required.
For more information check out the Field Trips and Overnights Resource Guide and
Volunteer Essentials.
10. Should I make a budget for the troop?
No, a budget is not necessary, but planning ahead and keeping records of finances is
important. Be sure to keep all receipts! Although you do not need to turn them in, it is
important to know what you are spending money on. Do not forget to share troop finances
with the parents. At the end of the year, you are required to report troop finances to the
council.
11. Should I get the girls’ families involved in the troop?
Absolutely! It is important for leaders to have support from the parents. We encourage new
leaders to get the parents involved early.
Below are a few ways to get parents involved and ease the load on you, the leader.
 Start the year with a parent meeting and let the parents know how to get involved.
 Start a troop newsletter. It does not have to be fancy, just a reminder about
upcoming meetings and events.
 Have family events such as a bowling party or end of the year bridging ceremony.
12. How many adults do I have to have at a meeting?
Adult help is required. Refer to the table on page 17 for the girl to adult ratios.
13. Does my troop need to complete all three Leadership Journeys at each grade level?
No. You can do as much or as little as the girls decide what they would like to do. If all 3
Journeys are completed, the girls will earn the Summit Award for their grade level.
14. If I ask my parents to purchase just one book, what should it be?
The Girl’s Guide to Girl Scouting. It includes information regarding badges, special awards,
scrapbook, and so much more.
15. I think I am ready! What is my first step in getting the troop started?
Girl Scouts of Central Illinois encourages you to host a meeting for parents to start the
troop. Call the girls or send out flyers through your school or organization to all interested
girls to let them know about the parent meeting. Your Membership Specialist can help you
with this process. Refer to Section 4 in this resource for guidelines of a parent meeting.
16. Who do I call for additional questions?
Your Membership Specialist is your link to the council! GSCI is comprised of 35 Service
Areas. Each Service Area has a Membership specialist who oversees and manages the
leaders in that area. The Membership Specialist will help you process any paperwork or
forms, assist in all product sales, host informational meetings for volunteers and answer any
questions you may have.
58
Organizational Tips
Girl Scout Advisors must deal with many things: paperwork, supplies, parents, training, meetings,
transportation, and most importantly – the girls. Here are a few Girl Scout Troop Organizational
Tips to help make this job a little easier.
Girl Scout Troop Binder with Dividers

1. Troop Roster
 Phone list and email addresses
2. Meeting Notes
 Calendar
 Results of girl/adult planning sessions
3. Individual Records
 Girl Registration forms
 Girl Insignia Record form (one per girl)
 General Health form – allergy’s (one per girl and adult)
 Adult Registration forms
4. Information
 Accident Report form
 Trip Approval form
 Program Guide
 Program Registration forms
 Safety Activity Checkpoints
5. Financial Records
 Group Dues and Attendance Record form
 Detailed Cash Record form
 Financial Aid form
 Annual Finance form
 Envelope for receipts
6. Parent/Guardian Information
 Parent Newsletters
 Permission forms
 Who signed up for what
59
Girl Scout Troop File Box
One file folder for each girl – Keep an emergency information card with contact
information for the parents and emergency contact person inside each folder.
File folder for the leaders/volunteers – Girls and parents/guardians can put signed
permission forms, notes, etc. in the leaders’ folder. It is also a good idea to have a folder for
small envelopes so parents can leave money and checks. (They seal the envelope and write
their daughter’s name on the front).
Survival Kit for Leaders

Despite all your hard work, some plans may ago awry at the very last minute. Success as a Girl
Scout volunteer requires any number of intangibles – for example, a sense of humor, patience, and
loads of caring. But there are some tangible items that will make your experience more relaxed and
enjoyable. Put the following in a tote, backpack, or a tote bag and take it to every Girl Scout meeting,
outing or event. If the girls finish their activities early, they can start something new rather than just
sitting around. Also, if an activity falls through at the last minute, you will be able to create a new
one using the items in your kit.
Basic first aid kit (see Safety Activity Checkpoints)
Pencils, crayons, markers, colored pencils
Newsprint, construction paper, ruled paper, index cards, post-it pads
String, ribbon, cardboard, postcards, used greeting cards, and other collage materials
Grade-appropriate books (Girl’s Guide to Girl Scouting, Journey books with corresponding
adult guide)
Board games, jacks, cards, checkers
Adult-sized scissors, glue, glue sticks, tape
Teen magazines
If you keep this kit handy during meetings, girls who complete activities early can start something
new rather than just sitting around. Also if an activity falls through at the last minute, you will be able
to create a new one using the materials in your kit.
Top Five Tips for Girl Scout Leaders

1. Use your Safety Activity Checkpoints and consult the guidelines for your upcoming
meeting or outing.
2. Encourage the girls to partner with you. Girls should be growing in their decision-making and
planning skills. The more invested they become in their activities, the happier they and you
will be.
3. Ask for help and advice from other leaders, parents, and council staff and take advantage of
the learning opportunities.
4. Keep in mind the Girl Scout Promise and Law and that the three Keys of Leadership are the
foundation of all Girl Scout activities.
5. Have FUN! And do your best to ensure that the girls are having fun, too!
60
Troop Planning Calendar
PLAN AHEAD: The following is a monthly calendar that may be helpful as you work with the girls to
plan activities. Be sure to check your council and service area calendars for upcoming events and
activities.
SEPTEMBER OCTOBER NOVEMBER DECEMBER
Register for Girl Scouts Juliette Low’s Birthday Service Project Holiday celebration
Parent/Guardian (31st) Thanksgiving Catch a snowflake
Meeting Fall Product Sale
Investiture
JANUARY FEBRUARY MARCH APRIL
Cookie Sale Thinking Day Activity Celebrate Girl Scouts’ Prepare for bridging
Winter outing with sister troop (22nd) Birthday Spring holiday
Games from other Girl Scout Week
countries
MAY JUNE JULY AUGUST
Court of Awards School’s out Summer program Get ready for another
Bridging Ceremony Resident Camp opportunities, trips, Girl Scout year!
hikes, sports, cookouts
61
Girl Scout Troop __________ Dues and Attendance Record
Names Attend Dues Attend Dues Attend Dues Attend Dues Attend Dues Attend Dues
62
Resources
Troop Management:
www.ScoutMom.com
http://www.kscgroup.com
http://www.signupgenius.com/
Ceremonies:
www.scoutingweb.com
Crafts:
www.makingfriends.com
www.ssww.com/arts-and-crafts-kits/?brws_pos=TOPHM
www.colortime.com/
http://coloringbookfun.com/girlscouts/
SWAPS:
http://www.girlscouts.org/who_we_are/facts/swaps/
http://www.makingfriends.com/scouts/swap_scouts.htm
http://swaps-a-lot.ecrater.com/
Songs:
http://www.scoutsongs.com/categories/girl-scout-songs.html
http://gsleaders.org/files/scoutsong.htm
http://gsmusic.com/
Games:
http://forgirls.girlscouts.org/girls-10-12/games/
Service Projects:
http://www.generationon.org/
Outings:
www.fieldtripfactory.com/
www.Macaronikid.com
Miscellaneous:
http://kaboom.org/build_playground/more_resources/volunteer_local_project/girl_scouts
_participant_patch_program
http://www.cabotcheese.coop/pages/community_and_you/girl_scouts.php
http://www.uwhealth.org/go-red/go-red-girl-scouts-patch-program/12280
http://www.juliettegordonlowbirthplace.org/
http://www.girlscouts.org/who_we_are/facts/glossary/
63
Activity Planning Worksheet
What? What are we doing?
A trip to: _________________________________________________________
A community service project: ______________________________________
When? When are we doing the activity?

Date: ____________________________________________________________
Time: ____________________________________________________________
Where? Where we do the activity?
Location: ________________________________________________________
Do we need reservations? _________________________________________
If so, how do we make them? _______________________________________
_________________________________________________________________
Who? Who do we need to contact? _______________________________________
_________________________________________________________________
Who else needs to be notified? _____________________________________
_________________________________________________________________
How? How much will this cost? ___________________________________________
Where will the money come from?__________________________________
Troop Account? __________ Out of pocket? _________ Other? __________
Transportation:
How will we get there? _______________________________________
Who is driving? _____________________________________________
How long does it take to get there? ____________________________
What are the transportation costs? ___________________________
What forms do we need?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Review the Safety Activity Checkpoints for the activity. Ensure that all checkpoints are
met.
64
Activity Planning Worksheet (cont.)
Step Activity Person Deadline

Responsible
65
Autograph Hunt
Change the statement to fit your group. Girls get signatures for each blank. Nobody can sign a
paper more than one time.
 Someone who has planned an overnight trip __________________________________________
 Someone who has a Facebook profile________________________________________________
 Someone who reads the daily newspaper _____________________________________________
 Someone who did volunteer service during the summer ________________________________
 Someone who has visited a politician’s office _________________________________________
 Someone who has opened a bank account ___________________________________________
 Someone who has filed or helped file a tax return ______________________________________
 Someone who has decided on a particular college they would like to attend ______________
 Someone who would like to travel in their future career _________________________________
 Someone who has a driver’s license _________________________________________________
 Someone who is on a sports team ___________________________________________________
 Someone who plays in a band or orchestra _________________________________________
66
Get Acquainted Bingo
Change the statements to fit your group. Girls get signatures for each blank. Nobody can sign a
paper more than one time. Entire card can be filled, or lines, or rows. This can be done by
individuals or teams.
Served as a Has been to a Girl Is in the school Has made dinner

Counselor-In- Scout site band or orchestra for their family
Training at a Girl outside of their
Scout Camp city or town
Has run a 5K (or Has a current CPR Has already Has a dream
longer) race certification decided on their vacation plan
major for college outside the USA
Serves as a class, Has volunteered Is on a school Has organized a

school, or club on a regular basis sports team camping trip
officer with a non-profit
agency
Has made a Has visited Has set up a Has earned the

speech in front of another state website Girl Scout Bronze
30 or more Award
people
67

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Available Formats

Girl Scout

The Girls’ Guide to Girl Scouting (for each grade level

The Girl Scout Mission

The Girl Scout Promise

The Girl Scout Law

Girl Scout Quiet Sign

Girl Scout Handshake

Friendship Circle and Friendship Squeeze

Girl Scout Slogan Girl Scout Motto

Developmental Girls Grades 6 – 8 Girls Grades 9 – 10 Girls Grades 11 – 12

 Accepting changing  Greater body and  Self-expression

 Transition to junior  Rite of passage –  New independence –

 Grades  Grades  Grades, Success

 Peer pressures for  Pressure to act a  Worried about getting

 Improving the world  Personalize their own  Career opportunities

 Creating a safe  Model how to explore  Empower them

Tips for Effective Behavior Management

It is not normal for a child to behave all of the time.

Preventing Problem Behaviors

Communication About Behavioral Issues

Role of Girls in Partnership

How do you know Girl/Adult partnership is working?

Giving the Girls Responsibility: Exercise

2. Steps to prepare the girls to do the job:**

When reflecting on the exercise, consider these questions:

3. Elect Scribe and Treasurer

Town Meeting System

Group Meetings Events, Travel, and Camping

Kaper Chart Example

Girl Scout Journey Resources:

It’s Your World – Change It!

World Trefoil Pin

National Proficiency Badges

Make Your Own

Journey Summit Award

National Leadership Awards

The Community Service Bar is earned when

The Service to Girl Scouting Bar is earned by

Mentoring Awards for Seniors

Mentoring Awards for Ambassadors

Bridge to Girl Scout Seniors

Bridge to Girl Scout Ambassadors

Bridge to Girl Scout Adult

Since the early days, Girl Scouts has been a

Girl Scout Silver Award

How do I open a bank account for my Girl Scout Troop?

Possible Expenses Additional Expenses

Welcome and Introductions

Provide Information About Girl Scouts

Troop Volunteer’s Job

Girl Scouts who have already been in a troop

Advisors – guide the planning by asking the girls:

Running the Meetings

Materials for First Gathering

A Sample First Meeting

Clean-up – Use the Kaper Chart

Suggested Dates and Occasions

BRIDGE TO GIRL SCOUT SENIOR

I pledge as a Girl Scout Senior to:

All join in the Girl Scout Promise and Law.

Close with an appropriate song.

I pledge as a Girl Scout Ambassador to:

Poem (girls read together)

We are the present…and the future too.