CAPP 60-11 CP Officer Handbook, October 2021 1

2 CAPP 60-11 CP Officer Handbook, October 2021

Cadets need your leadership. They know your service as

supervisors, instructors, and mentors is the most essential

ingredient in cadet life. No squadron will succeed in its cadet

mission unless it has the benefit of a handful of well-trained,

dedicated cadet programs officers. The Cadet Program Officers’

Handbook & Specialty Track Guide is the adult volunteer’s start-

ing point for professional development.

On the Cover: The 2019 Cadet Officer School faculty and staff provide our cover photo. COS instructors team-teach,
with CAP senior members pairing up with a U.S. Air Force officer, Royal Canadian Air Cadet officer, or a UK Air Train-
ing Corps officer. Our Air Force, Canadian, and UK partners bring their knowledge of airpower and military service.
CAP instructors are equally essential for their skill in coaching teenaged cadets, as professionals in their own civilian
career fields, and in their ability to translate COS lessons to challenges cadet officers encounter in the squadron and
as young adults. Are CP officers unpaid, youth development professionals? Indeed, and U.S. Air Force, Canadian, and
UK officers at COS will tell you so.
 CAPP 60-11

CADET PROGRAM OFFICER’S HANDBOOK

& SPECIALTY TRACK GUIDE
26 October 2021

EDITION UPDATES
No substantive changes have been made to the specialty track, and only minor changes were made to the Guide:

1. Cadet Interactive language was added in places where online testing was referenced
2. The Curriculum Maps have been updated (Figures 1-4)
3. Specialty Track Reading Lists (Table 2) updated to reflect regulation numbering changes
4. QCUA and SUI references have been added to the Mission-Support Resources links (section 2.5)
5. Removed BDU references and updated Values for Living 2.0 references
6. Cadet Programs Specialty Track requirements checklists (Part 6) have been updated:
a. Regulation references were updated to reflect the new changes in the CAPR 60-1 & CAPR 60-2
b. Cadet Interactive tasks have been added
c. Updates to reflect organizational name and system changes. (ie. Education & Training, etc.)
7. Minor typos corrected

Your comments about the CP Officer Handbook are welcome at cadets@capnhq.gov.

TABLE OF CONTENTS

Part 1 Introduction to the Specialty Track 4

1.1 Overview of the Training Program 4
1.2 Reading Lists 5
1.3 Recent Alumni as Cadet Programs Officers 5
1.4 The On-The-Job Training Mentor 6
1.5 Approval & Recording Process 7
1.6 Waivers 7

Part 2 Introduction to the Cadet Program 8

2.1 Cadet Programs Mission & Vision 8
2.2 The Cadet Programs Officer 8
2.3 Key Traits of Cadet Life 8
2.4 The Cadet Oath 9
2.5 Links to Cadet Mission Support Resources 9
2.6 Horizontal Curriculum Maps 11
2 CAPP 60-11 CP Officer Handbook, October 2021

2.7 Program Logic Model 12

2.8 Cadet Flight Plan 12
Part 3 Recommended Best Practices 22
3.1 Hallmarks of Effective vs. Ineffective Squadrons 22
3.2 The Cadet Wingman Concept 23
3.3 Designing a Cadet Staff Structure for Your Mix of Cadets 25
3.4 The Changing Role of Senior Members 26
3.5 The Cadet Staff Selection Process 30
3.6 Leadership Feedback Meetings 31
3.7 Monthly Program Template 32
3.8 Weekly Squadron Meeting Template 32
3.9 Squadron Meeting Coordination Process 33
3.10 Squadron Weekly Meeting Planner 33
3.11 Cadets as Instructors & The Check Ride System 35

Part 4 Professional Readings 36

4.1 Understanding Youth Development Work 37
4.2 Great Futures Start Here:
Youth Development Strategies in the Boys & Girls Clubs of America Movement 40
4.3 Social-Emotional Learning 44
4.4 Virtues 46
4.5 Service Learning Standards for Quality Practice 48

Part 5 Sample Position Descriptions 50

5.1 Director of Cadet Programs 53
5.2 Squadron Commander 52
5.3 Leadership Education Officer 54
5.4 Aerospace Education Officer 55
5.5 Fitness Education Officer 56
5.6 Character Development Instructor 57
5.7 Testing Officer 58
5.8 Cyber Education Officer 60
5.9 Recruiting & Retention Officer 61
5.10 Special Project Officers 62

Part 6 Specialty Track Rating Requirements 63

6.1 Technician Rating 64
CAPP 60-11 CP Officer Handbook, October 2021 3

6.2 Senior Rating 66

6.3 Master Rating 68

LIST OF TABLES & FIGURES

Tables
1 Training Topics & Suggested Duty Assignments 5

2 Reading Lists 5

3 OJT Mentor’s Checklist 6

4 How to Earn Your Technician Rating 7

5 Summary of Learning Goals & Content Areas in the Cadet Program’s Four Phases 13

6 Hallmarks of Effective vs. Ineffective Squadrons 22

7 Cadet Duty Opportunities by Grade 25

8 Monthly Program Template 32

9 Weekly Squadron Meeting Template 32

10 Squadron Meeting Coordination Process 33

11 Cadets as Instructors & The Check-Ride System 35

Figures
1 Horizontal Curriculum Map: Leadership 14

2 Horizontal Curriculum Map: Aerospace 15

3 Horizontal Curriculum Map: Fitness 16

4 Horizontal Curriculum Map: Character 17

5 Cadet Program Logic Diagram 18

6 Cadet Flight Plan 20

7 Organizational Diagram: Small, Bottom-Heavy Squadron, All Airmen 27

8 Organizational Diagram: Small, Bottom-Heavy Squadron, With an NCO 27

9 Organizational Diagram: Small Squadron With NCOs and an Officer 27

10 Organizational Diagram: Small Squadron With NCOs and a Few Officers 28

11 Organizational Diagram: Large, Bottom-Heavy Squadron 28

12 Organizational Diagram: Large Squadron With Several NCOs & Officers 29

13 Organizational Diagram: Optional Organization of Cadet Command Staff 29

14 Sample, Annotated Squadron Weekly Meeting Planner 34

4 CAPP 60-11 CP Officer Handbook, October 2021

Part 1 INTRODUCTION TO THE SPECIALTY TRACK

The goal of the Cadet Programs Officer Specialty Track program is to prepare senior members to lead cadets and
manage cadet programs at the squadron and then wing level. This specialty track is a self-paced, self-study
learning experience supported by a training mentor.

1.1 OVERVIEW OF THE TRAINING PROGRAM

This specialty track is divided into three ratings: technician, senior, and master. Students enrolled in the program
complete each rating in succession and at their own pace. Students should train under the guidance of an on-the-
job (OJT) mentor who has attained a higher rating in the specialty track, but if necessary, students may complete
the training independently. To earn specialty track ratings, students must fulfill knowledge, performance, and
service requirements and participate in a summary conversation with their mentor or commander.

Knowledge Requirements
Knowledge requirements are objectives describing what each student is expected to know before attaining the
rating. An online test is the primary method by which students demonstrate they understand this material.
One knowledge requirement in each rating involves your familiarizing yourself with the Learn to Lead and Aero-
space Dimensions texts, respectively. What does that mean? Why do you do that, and how? The goal is for CP
officers to be conversant in the subject matter that the cadets study in their leadership and aerospace texts. This
familiarity will, in turn, make CP officers more effective instructors and mentors of cadets.

Procedure for Learn to Lead: Read any two chapters from Learn to Lead and for each chapter draft a 1-page outline
summarizing the content. Confer with your mentor for approximately 15 minutes, use the outline as the basis for a
conversation, and discuss examples of how cadets are applying lessons from Learn to Lead.

Procedure for Aerospace Dimensions: Read any Aerospace Dimensions module and draft a 1-page outline summar-
izing it. Confer with your mentor for approximately 10 minutes, use the draft as the basis for a conversation, and
suggest potential hands-on activities your unit could implement to supplement the cadets’ study of that module.

Performance Requirements
Performance requirements are objectives describing tasks each student is expected to complete through active
participation before attaining the rating.

Attendance at Encampment. Encampment is the centerpiece of the program. It’s a full immersion into cadet life.
You can’t claim a heightened expertise in Cadet Programs without encampment experience. Adult staff leave
encampment with a fuller perspective on the goals of the Cadet Program and leadership development method-
ologies. This, in turn, prepares them to create robust squadrons where the cadet mission flourishes and they can
confidently make a difference in their personal interactions with cadets at the home unit. Accordingly, encamp-
ment attendance is included in the performance requirements for the Senior and Master ratings.

Service Requirements
Finally, to become proficient in a job, one has to actually serve in a related duty assignment. Service in any posit-
ion listed in section 2.2 may be used to satisfy the service requirement. While not limiting the roles available to
students, their level of responsibility should begin modestly and increase as they advance (see Table 1).
CAPP 60-11 CP Officer Handbook, October 2021 5

The Summary Conversation

The summary conversation serves as a capstone event where students discuss what they learned with their OJT
mentor and the mentor helps the student round-out his or her competence with the subject matter. It is a
mentoring opportunity, not an oral exam. Mentors also use the meeting to verify that the student fulfilled all
knowledge, performance, and service requirements.

Training Suggested Duty Suggest Duty

Rating
Topics During Training Upon Completion

Technician Fundamental Cadet Program Assistant staff officer in any CP role Staff officer in any CP role e.g.,
goals, policies, & procedures e.g., assistant leadership officer leadership officer
Senior Squadron operations Staff officer in any CP role Squadron deputy commander
Master Wing operations Squadron deputy commander Squadron commander

Table 1

1.2 READING LISTS

Reading lists are a starting point for the candidates’ training. All publications are available online. Because CAP
publications are always evolving, references might not be completely accurate. Use common sense and good
judgment to research the answers to the knowledge requirements.

Technician Senior Master

CAPR 60-1, chapter 1-5, 6.6.3 CAPR 60-1, review chapters 1-5 CAPR 60-1, review chapters 3-9
read chapters 6-9
CAPP 60-11, parts 4-5 CAPR 60-2, chapters 1-3
CAPP 60-11, part 2, 3.11
CAPP 60-31, appendix 1 CAPP 60-11, parts 1-4, 5.1
CAPP 60-15, part 2
Browse webpages linked CAPP 60-40
in CAPP 60-11, part 2.5 CAPP 60-31, appendix 2
CAPP 60-70, parts 1, 2 & 5
CAPP 1-10, part 1
CAPP 1-10
CAPR 39-3, section F
Cooperative Agreement Between CAP &
USAF: Statement of Objectives, part 4

CAP Strategic Plan

Table 2

1.3 RECENT ALUMNI AS CADET PROGRAMS OFFICERS

When recent alumni choose to turn senior and become Cadet Programs Officers, they bring with them
tremendous personal experience and an innate understanding of what cadets want from their program. But being
a cadet and providing adult leadership to cadets are two entirely different skill sets. There is a transition to make.
Some topics recent alumni will need to acquaint themselves with include:
6 CAPP 60-11 CP Officer Handbook, October 2021

o Partnering with parents

o Handling sensitive personnel issues
o Safeguarding CAP resources
o Protecting cadets’ welfare
o Developing relationships with community leaders
o Moving from a peer relationship with cadets to a supervisor / instructor / mentor relationship

For most recent alumni, that final item in the list --- changing the relationship with cadets --- is hardest of all.
Participating in this specialty track, especially the Training Leaders of Cadets course, and being mentored by an
experienced Cadet Programs Officer can help former cadets succeed as adult leaders.

1.4 THE ON-THE-JOB TRAINING MENTOR

Role of the OJT Mentor. The OJT mentor is a senior member officer who guides the candidate through the
knowledge, training, performance, and service requirements for specialty track ratings. The OJT mentor supports
the candidate’s self-study and learning on-the-job. The mentor is a resource person, available to help the candi-
date better understand the subject matter, providing informal tutorials as needed.
Matching Candidates to Mentors. Candidates may ask a friend to serve as their mentor, or the unit commander
could act as matchmaker. At the technician level, it is hoped that the mentor would be someone from the
candidate’s home unit; for the higher ratings, it may be necessary to look outside the home unit for a mentor.

OJT Mentor’s Checklist

1. Be Available & Helpful greater understanding; push for specificity on program

details; clarify how the topics apply to local practices
o Share contact information and be available in-person
and/or via phone, video-conference, or email to help 4. Meet With the Student for a Summary Conversation
the student(s) if they get stuck in their self-study and
o When the student believes he or she has satisfied all
need help understanding the material.
requirements for the new rating, conduct a summary
o Make the student aware of professional development conversation of approximately 30 minutes’ duration.
opportunities (TLC courses, SLS courses, etc.).
o Use the time to discuss the knowledge and perform-
2. Offer Tutorials on Performance Requirements ance requirements. Help the student round-out his or
her competence with the subject matter.
o Show and tell about the rating’s performance tasks, as
practical. Coach the student to the point of proficiency, o Review each performance requirement, one at a time,
not just for one instance. to verify completion. Mentors who have not seen their
student complete performance requirements in-person
o Decide together how many performance tasks you’ll
could validate them orally (e.g., ‘‘Great, you say you’ve
show and tell at any given time; tutorials could be
administered the CPFT three times. In your own words,
spread across several months.
walk me through that process . . .’’).
3. Check for Understanding
o Thank the student for their service to the cadets and
o As the OJT proceeds, orally quiz the student on the encourage them to go for the next higher rating.
knowledge requirements. In a back-and-forth, conver-
o Email the student’s unit commander, recommending
sational manner, amplify the student’s answers for
that their request for a new rating be granted.

Table 3
CAPP 60-11 CP Officer Handbook, October 2021 7

1.5 APPROVAL & RECORDING PROCESS

When the unit commander is satisfied that the candidate has fulfilled the requirements for a given rating, the unit
commander approves the requested rating, recording it through the specialty track approval module in eServices.
The member’s personnel record is automatically updated in eServices to reflect the new rating.

1.6 WAIVERS
In extenuating circumstances, requests for waivers may be considered. Only the basic performance requirements
for a given rating and the duty assignment are eligible to be waived. The ancillary courses listed in the perform-
ance requirements and the minimum duration for service requirements will not be waived.
Process. Individuals request waivers through their unit commander to their wing commander, with a copy to the
wing DCP. Wings forward endorsed requests to CAP/CP at cadets@capnhq.gov. When requesting a waiver, ind-
ividuals should explain what portion(s) of the rating they believe deserve being waived and why, briefly explain-
ing their extenuating circumstances.

How to Earn Your Technician Rating

Knowledge Requirements Performance Requirements
Pick a handful of Knowledge Requirements (see pp. 60-61) Work on one Performance Requirement at a time (see
to work through per sitting. pp. 60-61). Complete them any sequence you prefer.
1. Read the section of the CAP publication being 1. The Performance Requirements tell you what to do,
referenced. but not how, so you’ll need to do some research.
• Ask yourself, What goal is CAP trying to achieve • Search CAPR 60-1 to learn what the procedures
through this rule, procedure, or standard? Try to and standards are for the given task.
express the main points in your own words. • Other resources you may consult include the
• Then, read the section again, paying special cadet webpages at GoCivilAirPatrol.com and the
attention to imperatives like must, shall, or will. 60-series of cadet-related publications.
• Ask yourself, how do the reading’s guidelines relate • It is important that you do this research. Do not
to how we do business in our squadron? Need we rely solely upon how you’ve seen that task
change anything in our squadron to square with this performed in your squadron. Sometimes, you may
guidance? discover that local practices are at odds with CAP
2. As you work through the Knowledge Requirements, standards.
mark each as follows: 2. Now that you know how to do the task, try doing it
+I understand this fully. I’ve committed the key facts yourself.
to memory. I can easily draw upon this information • You may need to ask local leaders for the oppor-
as I serve cadets. tunity. For example, if the task is to administer a
 I understand this information. It’s good background fitness test, but your fitness officer usually
information that I can look it up again if I think I’ll handles that, ask to be permitted to help.
need it. • Ask your OJT mentor or another knowledgeable
? I don’t really understand this information. I need to colleague to check your work and help you
talk with my OJT mentor. become proficient in that task, over time.

Summary Conversation
• Upon completing your self-study of the Knowledge Requirements, Performance Requirements, and Service
Requirements, ask to meet with your OJT mentor for the Summary Conversation.
• Your OJT mentor will lead you through a discussion of what you’ve learned, help you deepen that learning, check
that you’ve completed all requirements, and recommend that your commander approve you for your new rating.

Table 4
8 CAPP 60-11 CP Officer Handbook, October 2021

Part 2 INTRODUCTION TO THE CADET PROGRAM

2.1 CADET PROGRAMS MISSION & VISION

Mission. ‘‘Develop dynamic Americans and aerospace leaders.’’

Vision. ‘‘Today’s cadets . . . tomorrow’s aerospace leaders.’’

2.2 THE CADET PROGRAMS OFFICER

Duty Titles. Cadet Programs Officer is not a duty title. Rather, it’s an umbrella term that anyone who works
primarily with cadets can claim. The main CP Officer duty assignments are identified below. If you’re enrolled
in the Cadet Programs specialty track, you’ll want to serve in one of these positions.

DCS Cadet Programs (Region) Leadership Education Officer Testing Officer

Director of Cadet Programs (Wing) Aerospace Education Officer Cyber Education Officer

Cadet Programs Officer (Group) Fitness Education Officer Recruiting & Retention Officer

Unit Commander or Deputy Character Development Inst.

Professionalism. CP officers have a duty to act in loco parentis (in the place of parents), protecting the cadets’
well-being as a reasonable adult would for the benefit of his or her own children. In relation to cadets, CP officers
are authority figures functioning as instructors, mentors, and supervisors. They do not permit their superior /
subordinate relationship with cadets to deteriorate into a peer relationship. Rather, their motivation is to serve
youth and help them grow. Their seriousness of purpose makes them unpaid youth development professionals.

2.3 KEY TRAITS OF CADET LIFE

The Cadet Program offers youth opportunities to participate in a wealth of activities: orientation flights, drill and
ceremonies, bivouacs, field trips and tours, and more. While the menu of opportunities is diverse, there are five
key traits that CP Officers should incorporate into every activity.

The Uniform. CAP promotes teamwork and high standards of personal conduct through the cadets being
granted the privilege of wearing an Air Force-style uniform. The uniform and the related traditions of rendering
military customs and courtesies distinguish cadets from ordinary youth. These military aspects of cadet life are
important motivators. Every activity should allow cadets to wear their uniform and properly render military
customs and courtesies.

Aerospace Theme. CAP members often hold in common a love of flying. Aviation is the thread that runs through
all three CAP missions, and CAP’s affiliation with the Air Force under-scores its identity as an air-minded organ-
ization. Whenever possible, every cadet activity should further cadets’ enthusiasm for aerospace, as ‘‘aerospace’’
is broadly understood. With a little imagination, even fitness and character activities can be shown to have an
aerospace connection.
CAPP 60-11 CP Officer Handbook, October 2021 9

Opportunity to Lead. CAP develops leadership skills in cadets by giving them opportunities to lead. This includes
planning events, making decisions, and teaching and mentoring junior-ranking cadets, commensurate with their
developmental progress and grade. The cadets’ grade structure and military-style chain of command reinforces
this leadership concept. Every activity should allow cadets opportunities to lead, under adult leader supervision.
Challenge. CAP challenges youth. It might be the physical challenge of conquering an obstacle course, an
academic challenge to master aerospace and leadership concepts, a moral challenge to live the Core Values, or a
personal challenge to know oneself better and gain self-confidence. Because of these challenges, the Cadet
Program is intended for young adults, not children. Every activity should challenge cadets in one way or another.
Fun. CAP should be fun. New friends and great opportunities are the hallmarks of cadet life. The cadets who
work hard in CAP reap the most benefits, but the program should not be another form of school --- it needs to be
fun, hands-on, rewarding, and exciting. Proper adult supervision, an emphasis on risk management, and
teamwork built upon mutual respect create a safe and fun environment. Every activity should be fun, for cadets
and their adult leaders alike.

2.4 CADET OATH

A cadet oath serves as a training aid and states how cadets pledge to approach the challenges of cadet life. It is
helpful if CP officers familiarize themselves with the oath so that they may, in turn, reiterate the oath’s promises
to cadets as opportunities arise. The CAP Cadet Oath is as follows:

I pledge that I will serve faithfully in the Civil Air Patrol Cadet Program,
and that I will attend meetings regularly,
participate actively in unit activities,
obey my officers,
wear my uniform properly,
and advance my education and training rapidly
to prepare myself to be of service to my community, state, and nation.

2.5 LINKS TO CADET MISSION-SUPPORT RESOURCES

Primarily for the benefit of newcomers, what follows is a quick summary of some support programs, along with
hyperlinks to the respective home page. Hyperlinks are marked by blue underlines.

News & Updates

Cadet Blog. The Cadet Blog is your source for news about cadet curricula, activities, policy, and new ideas.
Two-way feedback is highly encouraged, so the Cadet Blog is your opportunity to sound off with your
perspectives on cadet-related topics.

Cadet Webinars. Online seminars (webinars) are frequently hosted by NHQ. When CP officers participate in a
live session, they learn while interacting with staff and other colleagues. Alternatively, webinars are recorded and
available for viewing on demand.

Cadet Proving Grounds. Help us enhance cadet life. The Proving Grounds is the webpage for draft cadet
materials. We share those works-in-progress with the cadet community to invite their ideas, comments, and
concerns.
10 CAPP 60-11 CP Officer Handbook, October 2021

Support to New Cadets

New Cadet Kit. Upon joining CAP, and thereafter upon earning the Wright Brothers Award and Mitchell Award,
CAP mails textbooks and other resources directly to the cadet’s home address.

Curry Blues Voucher. The Curry Blues Voucher provides cadets with a $100 credit to assist them in purchasing
the "blues" uniform, upon their earning Achievement 1, the Curry Achievement.

Financial Aid

Cadet Encampment Assistance Program. Thanks to Air Force support, CAP has special funding available to
cover encampment fees and uniforms with an emphasis on serving economically disadvantaged cadets through
the Cadet Encampment Assistance Program or CEAP (say, "seep"). An inability to afford encampment should
not hold back cadets who want to participate in encampment.

CadetInvest. CAP makes thousands of dollars available annually to support college and flight scholarships, as
well as financial aid to attend special activities.

Curriculum & Learning

Cadet Library. The Cadet Library is one-stop-shopping for cadet curriculum and other resources.

Special Needs Cadets. CAP welcomes cadets from all backgrounds, including those with learning disabilities
and physical disabilities. The Special Needs page offers resources in service to cadets who need
accommodations.

Activities & Awards

Cadet Advisory Council. CAC representatives develop their leadership skills while advising their commanders
on ways to improve the cadet program at the group, wing, region, or national echelon. Service on a CAC is the
cadet’s opportunity to increase their leadership effectiveness in a committee setting.

Cadet Honor Academy. The Cadet Honor Academy prepares cadets to serve on color guards and honor guards
while simultaneously furthering their individual character development. Cadet Honor Academies are hosted by
regions and may be conducted as a "weekend" activity.

Cadet Orientation Flights. The cadet orientation flight program shares with cadets the thrill of flying. Every CAP
cadet under age 18 is eligible for five flights in a powered aircraft, five flights in a glider aircraft, and an unlimited
number of backseat flights when conditions allow. Orientation flights are always free to cadets.

Encampment. Encampment challenges cadets. It pushes them so they’ll grow. Are you self-disciplined? Can you
lead? Can you truly work as a team? These are some of the questions the cadre helps cadets answer for them-
selves as cadets participate in awesome, hands-on activities and tours. The encampment page includes curricula,
operating standards, a listing of upcoming encampments around the nation, and more.

National Cadet Special Activities. Geared for cadets in their second year and beyond, NCSAs, and the closely
related CSAs hosted by wings and regions, enable cadets to explore career opportunities in Stem, aviation,
military service, and other cadet-related fields.
CAPP 60-11 CP Officer Handbook, October 2021 11

Quality Cadet Unit Award (QCUA), Cadet and composite squadrons who meet the criteria on 31 August
automatically earn the award. The award can serve as a helpful management tool. Local leaders can use its
award criteria to gauge the relative health of their Cadet Program. Wing leaders can use the program data to
identify squadrons that are flourishing, and perhaps use leaders of those outstanding units to mentor leaders in
nearby units that did not earn the award.

Red Ribbon Leadership Academy. The Red Ribbon Leadership Academy places high school aged cadet NCOs
and officers in front of middle school students (non-cadets) to serve as role models and leadership educators
during a 3-hour workshop. The "red ribbon" symbolizes the Academy's role in promoting the drug-free ethic.

Region Cadet Leadership Schools. A region cadet leadership school (RCLS) is a course in officership, indirect
leadership, and other themes consistent with CAP’s leadership expectations for Phase III cadets. These
academies make use of local resources to broaden leadership skills in cadet officers and NCOs.

Special Awards. Through a robust portfolio of award programs, CAP recognizes cadets who excel in the Cadet
Program as a whole, or those who specialize in a particular corner of cadet life.

Compliance
Subordinate Unit Inspections (SUI), Inspections conducted by either CAP regions or wings to evaluate the
management and mission capability of units below the wing level. Cadet Programs compliance areas are listed at
the back of the CAPR 60-1 and CAPR 60-2.

2.6 HORIZONTAL CURRICULUM MAPS

CP officers should know what they are leading cadets toward, why they are going there, and what is required of
them to get there. Enter the horizontal curriculum maps. These documents show the relationship between every
component of the cadet curriculum. Our maps are not very deep --- CAP is not a formal school mandated by law
to teach to certain objectives --- but the maps should be sufficient visual aids in showing how several components
of cadet life fit together.
For example, in cadet leadership education, nearly everyone knows that ‘‘leadership’’ includes study using
textbooks, drill and ceremonies, and staff service for cadet NCOs and officers. The leadership program element is
built from several parts that work together and produce a certain outcome: cadets ready to lead in a diverse
world. Those multiple parts are displayed on the curriculum map. The curriculum maps on pages 14-17 are useful
to CP officers for at least two reasons:
1. Newcomers can use them to glimpse the full breadth of their given concentration. For example, the char-
acter development instructor will see that ‘‘character’’ includes monthly character forums but is so much more
than that. Accordingly, CP officers can use their respective map to ensure they are offering the full breadth of
opportunities to their cadets.
2. Looking beyond their own areas of concentration, CP officers can gain an understanding of the Cadet
Program as a whole, thereby promoting synthesis. The fitness officer, for example, might see potential linkages to
the aerospace curriculum (i.e.: the ‘‘Fit for Flying’’ program supports both fitness and aerospace goals).
A Note on Accuracy. National staff will make efforts to keep the maps as current as possible, but individual CP
officers, when looking upon a curriculum map, should ask, ‘‘Can I think of something they left out?’’
12 CAPP 60-11 CP Officer Handbook, October 2021

2.7 LOGIC MODEL

A program logic model is a schematic representation describing how a program is intended to produce the
effects that it claims it produces. It shows the links between activities and outputs and the longer-term out-
comes. Program logic models attempt to show the intended causal links for a program. This CP logic model is
included on pages 18-19 to help CP officers and others gain a better understanding of how the program works.

2.8 CADET FLIGHT PLAN

The Cadet Flight Plan on pages 20-21 illustrates how various aerospace education activities and financial
assistance programs converge to create a clear, step-by-step path for aspiring pilots. CP officers should
familiarize themselves with the flight plan so that they can advise cadets on how to take advantage of the
opportunities.
CAPP 60-11 CP Officer Handbook, October 2021 13

Summary of Learning Goals & Content Areas in the Cadet Program’s Four Phases
Phase I Phase II Phase III Phase IV
The Learning Phase The Leadership Phase The Command Phase The Executive Phase

Leadership Followership & Team leadership Officership & principles Leadership issues in the
contributing to a team of indirect leadership strategic domain

Service learning on a Service learning on a Advanced

squadron cadet staff squadron cadet staff opportunities for
and leadership service learning in
opportunities in group group and wing special
and wing special activities
activities

Aerospace Fundamental concepts Fundamental concepts Heightened under- Heightened under-

of aerospace of aerospace standing of aerospace standing of aerospace
fundamentals through a fundamentals through a
Variety of hands-on Variety of hands-on more comprehensive more comprehensive
STEM activities STEM activities plan of study plan of study

Awareness of STEM Career exploration Career exploration Career exploration

careers through NCSAs through NCSAs through NCSAs

Fitness Learning why fitness is Variety of fitness Variety of fitness Variety of fitness
important & being activities with the activities with the activities with the
motivated to exercise squadron squadron squadron
regularly
Accountable for fitness Accountable for fitness Accountable for fitness
Variety of fitness performance & performance & performance & expect-
activities with the expected to lead by expected to lead by ed to lead by example
squadron example example
Preparing to reach
Benchmark assessment USAF Academy fitness
followed by mentoring expectations

Character Introduction to the Principles of moral Principles of moral Principles of moral

Core Values & a reasoning & how Core reasoning & how Core reasoning & how Core
challenge to live up to Values impact Values impact multi- Values impact multi-
those ideals everyday life faceted moral problems faceted moral problems

Proper wear of the Proper wear of the

uniform and military uniform and military
customs and courtesies customs and courtesies

Milestone Wright Brothers Award Mitchell Award Earhart Award Eaker Award
Award
Spaatz Award

Table 5 This table is merely descriptive of common learning goals and content areas in the Cadet Program’s series of
progressively challenging phases. It is not intended to restrict learning opportunities.
 CAP CADET PROGRAMS
Goal. The goal of the Cadet Program’s leadership element is Version: October 2021
14

Horizontal Curriculum Map

to develop in cadets the ability to think independently and Monthly Requirement: 1.5 hours
LEADERSHIP lead others in an atmosphere of teamwork and mutual
respect.

CONTENT AREA ACADEMICS ACTIVITIES AIR FORCE TRADITIONS SERVICE LEARNING

RESOURCES Learn to Lead Cadet Great Start The Uniform Cadet Staff Service
- Vol. 1, Personal Leadership - Curriculum Guide - New Cadet Guide - Cadet Staff Handbook
- Vol. 2, Small Team Leadership - New Cadet Guide - CAPR 39-1 Uniform Manual
Staff Duty Analysis
- Vol. 3, Indirect Leadership -Cadet Welcome Course - Curry Blues Voucher
- SDA Guide
- Vol. 4, Strategic Perspectives
Learn to Lead Activity Guide Military Customs & Courtesies
- Lesson Plan Library Cadet Advisory Council
- Respect on Display
- Curriculum Guide Cadet Encampment Program - CAC Handbook
- Cadet Encampment Guide Drill & Ceremonies
Cadet Interactive Modules Emergency Services
- Cadet Encampment Handbook - Cadet Drill Guide
- Lesson Plan Library - AFMAN 36-2203
- 20 contact hours in leadership ed. - CAP Drill & Ceremonies
- AFOATS Drill & Ceremonies Videos
Red Ribbon Leadership Academy
- AFJROTC Drill & Ceremonies
- Curriculum Guide
Instructor Guide
- Student Guide

Region Cadet Leadership School

- Curriculum Guide
- Readings

Cadet Officer School

- Curriculum Guide
- Student Guide
- Readings

Spaatz Association Leadership Grants

-not just for Spaatz cadets

ASSESSMENTS Achievement Tests Informal Uniform Inspection Scorecard CAPF 60-90 series Leadership
- Course Critiques Feedback
Milestone Award Exams Drill & Ceremonies Performance Tests
- Quizzes
ES/Operations Qualifications
Cadet Interactive Modules - Instructor Feedback

AWARDS Honor Credit

CAPP 60-11 CP Officer Handbook, October 2021

Figure 1
 CAP CADET PROGRAMS Goal. The goals of the Cadet Program’s aerospace element are to Version: October 2021
inspire in youth a love of aviation, space and technology; provide Monthly Requirement: 1.5 hours
Horizontal Curriculum Map
them with a foundation in aerospace’s scientific principles; and
AEROSPACE introduce them to aerospace career opportunities. Cadet
‘‘aerospace’’ includes the separate domains of aviation, space, and
cyberspace.

CONTENT AREA ACADEMICS ACTIVITIES CAREER EXPLORATIONS FLYING

RESOURCES Aerospace Dimensions STEM Kits (Flight simulator, robotics, National Cadet Special Activities Cadet Orientation Flights
- Module 1 Introduction to Flight astronomy, quadcopter, weather, hydraulics, (30+ academies) - Powered Aircraft
- Module 2 Aircraft Systems & navigation, etc. - Aviation, space, technology, Air Force - Glider Aircraft
Airports careers, cyber, engineering, civic - Military Aircraft
- Module 3 Air Environment Activity Guides: leadership, international relations,
- Aerospace Excellence (AEX) 5 books
- Module 4 Rockets emergency services, etc.
- Model Rocketry
National Flight Academies
CAPP 60-11 CP Officer Handbook, October 2021

- Module 5 Space Environment - Advanced Rocketry

- Module 6 Spacecraft - Introduction to Robotics AE Careers Module (online)
Cadet Wings
- Module 7 Cyber Security - Astronomy
- Satellite Tool Kit Continuation & Proficiency
- Study Guide Cisco Networking Academy
- CAP-TERS Remote Sensing
- Leader’s Guide Flying
- Introduction to Cyber Security
- Model Aircraft & Remote Control (MARC) Mission Aircrew
Aerospace: Journey of Flight
- Teacher’s Guide Cyber Patriot Young Eagles EAA Student
Membership
Air Force Association Grants for unit activities
Cadet Interactive Modules

Encampment Program
- 10 hours of AE programming, including tours,
classes and hands-on activities

ASSESSMENTS Achievement Tests Informal Informal Flight Evaluations (academies)

- Course Critiques - Course Critiques FAA Written Exams (academies)
Milestone Award Exams
- Quizzes - Quizzes
ES/Operations Qualifications
Cadet Interactive Modules - Instructor Feedback - Instructor Feedback
- Project-Based Learning

AWARDS Honor Credit FAA Certificate

Cadet Rocketry Badge
Cadet STEM Badge Pre Solo/Solo Badge
Cadet Cyber Badge
15

Figure 2
 16

CAP CADET PROGRAMS

Horizontal Curriculum Map
Goal. The goal of the Cadet Program’s fitness element is to Version: October 2021
FITNESS develop in cadets a habit of regular exercise. Monthly Requirement: 1.0 hours

CONTENT AREA ACADEMICS ACTIVITIES ATTITUDES

RESOURCES Active Cadet Fitness Guide Encampment Program Baseline CPFT

- 8 hours of fitness programming, including classroom SMART Goals
Fit to Fly instruction, calisthenics, sports and team challenge Mentoring
- Student Text Resources Webpage CAPF 60-90 Feedback
- Instructor Guide -YouTube Activity Tutorials
-Physical Education Training Guides
---Physical Education for Lifelong Fitness
--- Best Guide to Physical Fitness

ASSESSMENTS Informal Cadet Physical Fitness Test (Presidential Youth Fitness

- Course Critiques Program, modified for CAP)
- Quizzes
Informal
- Instructor/mentor/wingman Feedback
- Course Critiques
- Performance Checks
- Instructor/mentor/wingman Feedback

AWARDS Presidential Active Lifestyle Award (PALA+) Squadron Hall of Fame

Squadron Personal Best Board
Presidential Youth Fitness Program

Figure 3
CAPP 60-11 CP Officer Handbook, October 2021
 CAP CADET PROGRAMS Goal. The goal of the Cadet Program’s character element is Version: October 2021
to develop in cadets an ability to think critically about moral Monthly Requirement: 1.0 hours
Horizontal Curriculum Map
and ethical issues, and to develop a commitment to live
CHARACTER CAP’s Core Values.

CONTENT AREA ACADEMICS ACTIVITIES MENTORING SERVICE LEARNING

RESOURCES The Cadet Oath & Core Values Cadet Honor Academy Adult staff serving as role models, Cadet Staff Service

Cadet Wingman Course chaperones, and mentors

Wreaths Across America Red Ribbon Leadership Academy
Values for Living 2.0 Interactions with Air Force members as
Encampment program National Character Day
role models and mentors
-4 hours of character development
Wreaths Across America
activities Cadet Wingman Program as peer-to-
Other Academic Resources
CAPP 60-11 CP Officer Handbook, October 2021

peer mentoring Participation in CAP’s Emergency

(Not for Character Forum Requirements) Region Cadet Leadership School
Services mission (real-world
Ministry of presence by CAP chaplains
Medal of Honor Character Development Cadet Officer School humanitarian efforts)

Fit for Flying CAPF 60-90 Series Feedback Meetings

International Air Cadet Exchange Color guard & honor guard activities
- Student Text
- Instructor Guide ‘‘Schoolhouse Weave’’ Other community service projects.

Let’s Go Flying DDR-X Activity Guide

- Student Text
- Instructor Guide
-Presentation slide show

Air Force Core Values Guru Guide

ASSESSMENTS Informal Informal Informal Informal

- Course Critiques - Course Critiques - Course Critiques
- Quizzes - Quizzes - Quizzes
- Instructor Feedback - Instructor Feedback - Instructor Feedback

AWARDS The Congressional Award

17

Figure 4
 18

CAPVA 60-109
CAP CAD E T PR OG R AM LOG I C MOD E L May 2020

A M E RI C A ’ S P RO G R AM AC T I V I T I E S
I NP UT S O UT C O M E S
NEEDS Adult Leaders Core Curriculum Air Force Themes Flying Immersions Electives

Acute Needs 1st Year Cadets Human Capital Squadron Meetings Youth-Scaled Orientation Flights Encampment Enrichment Activities ‘‘ Today’s Cadets . . .
thru 2030 AF Environment Beyond the Core Tomorrow’s
Youth aged 12 thru 18 Caring, trusted adult 2½ hours weekly CAP powered 1-week, overnight immersion
Curriculum Aerospace Leaders’’
Develop tomorrow’s volunteers, screened and Air Force-style uniforms for STEM & character
25,000 total cadets CAP glider
professional pilots in trained as instructors, STEM Kits
Cadet grade AF / military role
response to a worldwide 12,000 newcomers supervisors, and mentors Onboarding CAP balloon
models Red Ribbon Responsible Citizenship
pilot shortage annually, each joining (#1 critical factor) Military customs & courtesies
Cadet Great Start Military Leadership Academy
one of 1,000 hometown STEM / military career Grounded in:
Develop tomorrow’s Service ribbons, badges,
squadrons operating in exploration Cyber Patriot
cyber defense profess- Professional Development & various awards 1. Commitment to a personal
a community-based
ionals in response to Thematic Areas Wreaths Across America code of honor
setting or as a school- CAP Level I Interactions with ‘‘blue suit’’
cyber attacks against Leadership
sponsored club AF role models Support Program Cadet Honor Academy 2. Leadership skills for a
Democracy Cadet Protection Training
Aerospace Cadet Invest diverse democratic society
& several more national
Develop tomorrow’s CP Officer Handbook & Fitness (Financial Aid)
and home-built programs 3. Habit of regular exercise
STEM professionals Specialty Track Program Character Support Program
Cadet Encampment
Increase number of Training Leaders of Curricula resources for Curry Blues Voucher Assistance Program 4. Pre-accession readiness for
youth who meet health Cadets Courses students & instructors STEM, aviation, or military
and character eligibility careers
Parents’ Guide
requirements for military
service Youth Development Support Programs
Conference Cadet Packet Program

Enduring Need: STEM Kits

Responsible Support Program Cadet Wingman

Citizenship Confidential screening
Online academic tests
Grounded by: with FBI & eServices recordkeeping
Commitment to a
personal code of honor
2nd Year Cadets
Leadership Laboratory Flight Instruction Career Explorations Support Programs
Leadership skills for a & Beyond
(NCSAs) Cadet Invest
diverse democratic Service learning as a member Flight Academies
(Financial Aid)
society Youth aged 12 to 20 of the squadron staff and/or 1-week, overnight immersion
Solo flight
cadet cadre of a special into an AF or STEM-related College scholarships
Habit of lifelong activity Private Pilot License career field
exercise

Support Programs Support Programs

Cadet Invest Cadet Invest
(Financial Aid) (Financial Aid)

Take-Off Program Cadet Encampment

Assistance Program
Cadet Wings
Cadet Lift
Other endowed
scholarships Continued on next page . . .
CAPP 60-11 CP Officer Handbook, October 2021

Figure 5, p. 1
 CAP Cadet Program Logic Model, page 2

O UT P UT S Key Performance Indicators

Flying Immersions Selected metrics of Outputs
Inputs Adult Leaders Core Curriculum Air Force Themes Electives
1. # squadrons earning the
Positive youth development Fun weekly squadron Positive self-image to fuel Increase or sustain an Increase or sustain an Increase or sustain learning
Quality Cadet Unit Award
practices occurring in a safe meetings with meaningful success and protect against interest in AF or STEM interest in AF or STEM and enthusiasm in CP’s four
environment learning across all four destructive behaviors career opportunities career opportunities thematic areas 2. % cadets, parents, CP officers
thematic areas reporting two-deep leadership
is ‘‘almost always’’ abided
Indicators Indicators Indicators Indicators Indicators Indicators indicators
3. # cadets enrolled
# cadets enrolled 1. # squadrons earning the 1. % cadets ranking-up 1. % cadets with GPA >3.0, as 1. % cadets receiving O- 1. # cadets participating in 1. % squadrons offering
Quality Cadet Unit Award: year- (Curry, WB, Mitchell rates): proxy for self-discipline: year- Flights: year-to-year above encampments, NCSAs, CSAs: each elective program: 4. # adults in CP specialty track
# hometown squadrons
to-year, above 40% BGCA year-to-year above historic to-year above National PTA 60% baseline year-to-year and % capacity year-to-year
cadet demographic info benchmark (#1 KPI) averages as baseline benchmark 5. # promotions per month
2. # total O-flight hours & 2. % cadets expressing 2. # cadets earning the
(racial & gender
2. # Specialty Track ratings: 2. % squadrons using 2. % parents professing % budget execution: year-to satisfaction with activity: year- Cyber Badge; # squadrons 6. # cadets receiving O-flights
diversity)
year-to-year, above baseline STEM kits: year-to-year improved or sustained positive year to-year above 4.0/5 baseline scoring points in Cyber
7. # cadets participating in
of 7k program-wide (includes above 85% as baseline attitude, self-discipline & Patriot
3. # average days between 3. Pre- and post-activity encampment
TLC metrics) confidence: year-to-year above
3. % cadets professing use joining and first flight: year-to- learning and affective measures 3. Pre- and post-activity
85% baseline 8. % parents professing improv-
3. % cadets professing that of Cadet Wingman concept: year below 180-day baseline learning and affective
ed or sustained positive
CAP adults are trusted & caring: year-to-year, above 85% 3. % CAP adults professing measures
4. # Pre-solo, Solo, and PPL attitude, self-discipline &
year-to-year above 85% baseline belief that cadets are positive,
achievements: year-to-year confidence in their cadets
baseline respectful young people: year-
CAPP 60-11 CP Officer Handbook, October 2021

4. % cadets attaining HFZ

to-year above 85% baseline 5. YAI demographics vs. GA 9. # Cyber Patriot teams
4. % cadets, parents, and CP fitness standard: year-to-
benchmarks
officers professing that they year above PYFP benchmark
10. % cadets professing an in-
‘‘almost always’’ see two-deep 6. Cadet Wings v. GA
creased or sustained interest
leadership practices abided benchmarks on hours to PPL
in AF or STEM careers
& average costs

Strategic $6.7 M zero-based requirement (currently $4.9M) 10.5 full-time professional staff, zero-based requirement (currently 5) 38 national-level volunteer staff 8,200 rated Cadet Programs Officers (adult volunteers, 7K minimum requirement)
560 single-engine aircraft zero-based requirement (currently 560 single-engine aircraft, 47 gliders, & 2 balloons) Strong, on-going USAF advocacy & in-kind support
Resources

E X P L A NAT I O N
The cadet logic model visually depicts how the Cadet Program achieves value for
America. It shows the relationship between some pressing social needs facing the Inputs are the human, financial, organizational, and strategic Outcomes are the specific changes CAP produces in the cadets. Accordingly, top Key Performance Indicators are identified to
resources necessary to the Cadet Program. Here, the strategic They are what cadets know, believe, and can do as a result of their assist management in gauging CAP’s success in achieving its
nation, the resources available to CAP, the program’s activities, and the results
resources reference recent (FY19) and zero-based requirements cadet experiences. Individual cadets’ ability to fulfill the desired outcomes. If the KPIs are strong, CAP can be reasonably confident
CAP aims to achieve, which map back to the social needs. Ultimately, logic models
that were validated in 2018. outcomes depends on several factors, most notably their quality of that it is achieving its desired outcomes. For more on the drawbacks
are tools for learning, helping the organization get better at fulfilling its mission. their local program and their level of participation (dosage). In logic of impact measurements and the need to focus on outomes, see
Program Activities are the work the Cadet Program does with its
models, outcomes are typically short- and medium-range achieve- Ebrahim and Rangan.
References resources. These include curricula, support services, and fun
ments over a 2 to 4 year period, as is the case here.
Donaldson, S. I. (2007). Program Theory-Driven Evaluation Science: Strategies & Applications. Taylor & Francis. activities representing the full breadth of cadet life, all thoughtfully Local Monitoring. Efforts are underway to make it easy for local
Ebrahim, A. & Rangan, V.K. (2014). What impact? A framework for measuring the scale & scope of social organized and deployed to fulfill the Cadet Program’s mission. Here, Some logic models identify the impact or society-level changes the leaders to track KPIs 1 through 6 on an annual basis. If squadrons
performance. California Management Review, 56(3). the program’s activities are organized into six groups. Together, the program achieves over a 7 to 10 year period. This model declines to and wings pay attention to those measures and try to increase
McLaughlin, J. A., & Jordan, G. B. (2015). Using logic models. In K. E. Newcomer, H. P. Hatry, & J. S. Wholey inputs and outcomes represent the work that CAP plans to do for identify and measure program impacts, choosing instead to focus on performance in those areas, the Cadet Program will become even
(Eds.), Handbook of Practical Program Evaluation (4th ed., pp. 62-87). Jossey-Bass.
America and participating youth. mid-range outcomes of 2 to 3 years, as suggested by Ebrahim and more successful.
National Resource Center. (2010). Measuring outcomes: A capacity builder’s resource library. U.S. Department
of Health and Human Services.
Rangan (2014).
Outputs are the direct products of program activities. Here, the
Feedback Welcome. Questions and comments will gratefully be
Poister, T. H. (2015). Performance measurement. In K. E. Newcomer, H. P. Hatry, & J. S. Wholey (Eds.), outputs are arranged by program activity group. Every output is
Handbook of Practical Program Evaluation (4th ed., pp. 108-136). Jossey-Bass. received at cadets@capnhq.gov.
measured against a few indicators.
W.K. Kellogg Foundation. (2004). Logic model development guide.

Figure 5, p. 2
19
20 CAPP 60-11 CP Officer Handbook, October 2021

Figure 6, p. 1
CAPP 60-11 CP Officer Handbook, October 2021 21

Figure 6, p. 2
22 CAPP 60-11 CP Officer Handbook, October 2021

Part 3 RECOMMENDED BEST PRACTICES

3.1 HALLMARKS OF EFFECTIVE VS. INEFFECTIVE SQUADRONS

Perhaps a good place to begin a discussion of recommended best practices is by simply comparing and
contrasting effective and ineffective squadrons in how they handle a variety of issues affecting cadets.

Topic Effective Squadrons Ineffective Squadrons

Adult Staffed by a handful of screened and trained adult Minimally staffed by well-meaning but
Staff volunteers who are motivated to support the cadets inconsistent and ill-prepared adult volunteers
who focus upon their personal goals

Weekly Detailed schedule is drafted, circulated among staff, Operates without a written schedule, or without
Meeting and published in advance; cadet morale at weekly a sufficiently detailed and coordinated schedule;
Preparation meetings is high and attendance is strong cadet morale at weekly meetings is lackluster,
and new cadets soon fade away

Weekly Include hands-on learning opportunities and a Feel like an extension of the school day, with too
Meeting minimum of lectures and other types of passive many lectures and not enough fun, challenging
Activities learning; cadet staff have leadership / instructional activities; cadets spend a lot of time doing drill
opportunities or standing for uniform inspections

Recruiting & The squadron conducts well-planned open houses, New cadets trickle into the squadron; they are
Great Start recruits a cohort of cadets, and provides them with a told to fall-in and try to follow-along with the
systematic, thorough orientation to CAP leading to more advanced cadets; essentially abandoned,
their completing Achievement 1 within 60 days few cadets stick around for long

Attendance Most cadets attend meetings regularly, and they tell Attendance is sporadic; absences are
the squadron if they’ll be absent; if a cadet begins to unannounced; cadets who are chronically absent
fade away, someone contacts them to see what’s up are never contacted by the squadron

Parents Adult staff provides parents with a solid introduction Adult staff provides parents with little to no
to CAP, invites questions, communicates expectations introduction to CAP; parents are not greeted
about cadet attendance and behavior, explains how when they visit the squadron; parents’ questions
ongoing communication works in the squadron, and are not answered in a timely manner, and they
exchanges contact information grow frustrated for a lack of information

Cadet Cadet staff is properly designed; cadets are selected, Highest ranking cadet is appointed ‘‘cadet com-
Staff briefed, and debriefed; they are assigned to challenges mander’’ and left to run the squadron using only
appropriate for their grade; as the cadets grow in his or her own adolescent wisdom; although the
maturity, adult staff grants them progressively more cadets are growing and advancing, no thought is
authority and autonomy while continuing to provide given to managing their succession of staff duties
adult supervision and mentoring via term limits, upward mobility, or rotations

Leadership Leadership development is an ongoing process and Cadets are on their own to develop leadership
Feedback opportunity for learning; adult staff and cadet officers skills; due to a lack of coaching or feedback
help cadets grow and hone their skills through mentor- being delivered in a negative, heavy-handed
ing and timely leadership feedback meetings that are manner, none realizes her full potential; cadets
positive, constructive, and specific are frequently hounded for making mistakes
CAPP 60-11 CP Officer Handbook, October 2021 23

Promotions When cadets earn promotions or awards, the When cadets earn promotions or awards, they
& Awards squadron recognizes those achievements promptly, are not presented in a timely manner; cadets
publicly congratulates the cadets, extends often wonder what tasks they need to do to
congratulations to the cadets’ families, and uses the qualify for awards and/or when they will be
occasion to encourage junior-ranking cadets to follow authorized to wear the new ribbon, chevron,
the awardees’ lead badge, etc.; the squadron rarely makes a ‘‘big
deal’’ out of the cadet’s accomplishment

Flying Thanks to wing-level coordination, new cadets receive Wing does not provide enough support, and
their first flight within the first 90 days of their joining consequently new cadets don’t fly shortly after
CAP, and every cadet receives at least one flight joining, and most cadets do not receive
annually orientation flights regularly

Encampment Encampment is frequently talked-up; cadets and Encampment is barely mentioned, families are
families are informed about the exciting opportunities, merely pointed to a website for information, and
the squadron facilitates carpools, and families are few cadets attend
made aware of CEAP funding

Wingmen Each cadet has a wingman; when cadets need to pair- CAP is a solitary, individual activity where each
up for activities, they instinctively go to their wingman; cadet is responsible for his or her own success
when a cadet’s behavior is out of line, the wingman is without any support from peers; newcomer
the first to redirect the cadet or go to adult staff for cadets feel left out, lost, unaware of upcoming
help; wingmen actively support, encourage, and look events, unsure where to go if they have quest-
out for one another, making the squadron look and feel ions; sometimes cadets get physically hurt
like a real team because nobody is watching out for them

Cadet Cadet activities always have two-deep adult leader- Cadet activities frequently lack two-deep adult
Protection ship, and rarely does the adult staff feel it’s stretched leadership; adult interaction with cadets is not
too thin; when safety-related decisions need to be actively monitored; the adult staff lacks the
made, multiple adults are included in the process; in collegial attitude necessary for enforcing the
the rare instance when an adult oversteps normal CPP CPP in fact and spirit; certain individuals are
boundaries, a peer provides a friendly reminder allowed to break the rules with impunity

Safety Before the squadron does anything out of the ordinary, Safety training, if it happens at all, is preachy
the cadets pause and think about risk management; and not relevant to teens; no effort is made to
adult staff provides monthly training on topics relevant inculcate good habits, teach a basic process for
to teens; a pro-safety attitude is in the unit’s DNA managing risks, or learn from mishaps

Program Staff operates the squadron in compliance with CAP Staff is unaware of program standards or dis-
Integrity rules and regulations, especially those on the missive of them; priority is given to operating
compliance checklist in CAPR 60-1 and CAPR 60-2 ‘‘my way’’

Table 6

3.2 THE CADET WINGMAN CONCEPT

It’s the Air Force’s version of the buddy system. A wingman is a peer who sees the world from a different
perspective. Such a capability is a lifesaver in aerial combat because the wingman ‘‘checks six’’ to protect his or
her lead from a bogey sneaking up from the rear. Therefore, a cadet wingman is a resource for alerting his or her
mate to opportunities, hazards, and problem behaviors. Further, the wingman should also be the cadet’s first
resource for peer support, encouragement, and better decision-making.
24 CAPP 60-11 CP Officer Handbook, October 2021

The wingman relationship is a peer-to-peer relationship. Wingmen meet one another as equals and help one
another like classmates and teammates do for their sharing a common mission. Unlike in a coaching relationship,
wingmen are not experts focused upon increasing technical skills, though skill-building support is encouraged.
Unlike in a mentoring relationship, wingmen do not presume to possess greater wisdom and experience than
their mate, though service as a sounding board and voice of conscience is encouraged. Unlike in a supervisory
relationship, wingmen are not empowered with formal authority, but their personal commitment to one another
greatly enables wingmen to influence their mates.
Wingman Assignments. Every cadet should have a wingman locally, in the squadron, and during special
activities. Local leaders may match cadets with a wingman, or allow those relationships to develop organically
among friends, but if the latter, double-check that no cadet is left without a wingman. Ideally, wingmen operate
as pairs, but trios are also acceptable.

Best Practices. In a strong, vibrant wingman program, cadets increasingly feel accountable to their wingman,
and therefore they will show greater determination toward commitments because their wingman is counting on
them to follow-through. Peer pressure can be a positive force for change. Nobody wants to let a loyal wingman
down. Wingman behaviors begin with the Core Values, but also encompass physical, mental and social domains.

For increasing commitment to the Core Values, positive wingman behaviors include:
• Promoting integrity in and out of uniform; helping cadets be consistently good, moral people in all
aspects of life
• Modeling the ideals of selfless service; when a wingman cares for a cadet, that selflessness rubs-off,
making that cadet-recipient more apt to be service-orientated and caring toward others
• Supporting excellence, especially in the workaday aspects of cadet life, such as proper wear of the
uniform, exercising regularly and following-through on personal fitness goals, and striving for high marks
on achievement tests
• Promoting respect and pro-social behaviors (see social health and readiness below)

For physical health and readiness, positive wingman behaviors include:

• Knowing your wingman’s exact whereabouts at all times during CAP activities
• Monitoring hydration, diet, hygiene, and sleep during CAP activities, and issuing friendly reminders as
needed
• Preventing bodily injury by being alert to potential hazards, and by following safety rules and using
safety equipment
• Reacting to a bodily injury by calling for help and/or reporting the incident to adult staff
• Providing cadet protection support; noticing if someone is overstepping CPP boundaries with the
wingman and calling upon adult staff for assistance

For mental health and readiness, positive wingman behaviors include:

• Encouraging a positive attitude in the face of momentary setbacks

• Assisting with cadet academics as a study partner or peer tutor
• Being alert to prolonged instances of anger or depression and calling upon adult staff for assistance

For social health and readiness, positive wingman behaviors include:

• Modeling positive, pro-social behaviors, such as politeness and professionalism
• Redirecting negative behaviors such as cockiness, unprofessional conduct, or flaunting of rank
• Helping include the wingman in the social group, and helping the wingman to include others
CAPP 60-11 CP Officer Handbook, October 2021 25

Reinforcing the Wingman Concept. Adult leaders could mentor individual cadets in the presence of their wing-
man. Such a tactic reinforces the notion that wingmen are responsible for one another’s readiness to excel. Of
course, adult leaders should address sensitive and confidential matters outside the presence of the cadet’s wingman.

3.3 DESIGNING A CADET STAFF STRUCTURE FOR YOUR MIX OF CADETS

Cadets learn by leading. Service on a cadet staff gives cadets an opportunity to apply their leadership skills and
develop their potential. Their learning is especially effective because the cadets are actively engaged in their
development, learning to lead by actually leading, instead of passively receiving knowledge from a lecturer.

Cadets will have a higher motivation to learn and develop their potential if they see that as cadet staff they have
a degree of autonomy that gives them a real stake in the success of the squadron. Therefore, instead of senior
members assuming the role of a classroom teacher and being the sole, infallible source of information, the senior
leadership should share control of the squadron and allow cadets to explore the art of leadership by leading
junior cadets. In the Cadet Program, senior members coach and mentor the cadet staff.
Designing Your Cadet Staff. When selecting cadets to serve on the cadet staff, senior members should try to
tie-together three things: the cadet’s leadership skill, their rank, and their job. For example, new cadets are
learning how to follow and contribute to the team. They wear an airman’s insignia, and therefore should be
assigned a position appropriate for a novice, low-ranking leader, such as element leader. Cadet master sergeants,
on the other hand, know how to follow and have moved on to learn how to take charge of small groups and
execute plans their superiors have developed. Therefore, these cadet NCOs should be assigned positions that
match their rank and skill, such as flight sergeant or first sergeant. The ‘‘Leadership Expectations’’ found on
CAPVA 60-100, Cadet Super Chart, illustrates these concepts.

Cadet Duty Opportunities by Grade

Minimum Suggested Maximum Suggested
Cadet Staff Position Grade Minimum Grade Maximum

Element Leader C/Amn C/CMSgt C/TSgt

Flight Sergeant C/SSgt C/CMSgt C/CMSgt
Flight Commander C/MSgt C/2d Lt C/Capt
First Sergeant C/MSgt C/CMSgt
Support Staff Assistant C/A1C C/SrA
Support Staff NCO C/SSgt C/CMSgt
Support Staff Officer C/2d Lt C/Col
Cadet Deputy Commander (Support) C/2d Lt C/1st Lt C/Col
Cadet Deputy Commander (Operations) C/2d Lt C/1st Lt C/Col
Cadet Commander C/2d Lt C/1st Lt C/Col

Table 7
26 CAPP 60-11 CP Officer Handbook, October 2021

Tailoring the Challenge. This principle of tying leadership skill, rank, and position together is all about providing a
tailor-made leadership challenge for each cadet. However, this may result in the squadron needing to keep some
staff positions vacant. For example, if the ranking cadet is an airman, their position still should be limited to
element leader because we want to match them with a job that is appropriate for their leadership skill and rank ---
it would be premature to appoint that cadet as cadet commander.
If the ranking cadet is a master sergeant, that cadet could serve as flight sergeant or first sergeant, but higher
positions like flight commander and cadet commander should remain vacant. By assigning cadets to positions
that match their rank and skill, we ensure each cadet has a leadership challenge that is appropriate. Further, by
keeping high positions vacant until cadets achieve rank commensurate with the positions, we give the ranking
cadet(s) additional challenges to strive towards and a reason to pursue promotions. As the cadets advance in
CAP and mature as leaders, they can gradually be promoted into higher positions on the cadet staff.

Organizational Charts. If units provide tailor---made challenges for ranking cadets, each unit is apt to have a
unique organizational structure. There is no ‘‘one size fits all’’ solution or standard organizational chart for a cadet
unit. Each squadron should choose an organizational structure that is appropriate for its mix of cadets, be the
squadron big or small, top-heavy or bottom-heavy. This handbook includes organizational charts designed for a
variety of circumstances. Unit commanders should select the organizational structure best suited for their unit,
or even customize one of the organizational charts suggested in this handbook.

3.4 THE CHANGING ROLE OF SENIOR MEMBERS

A squadron’s cadet staff is a dynamic system --- as junior cadets advance and experienced cadets outgrow the
Cadet Program, the staff structure will need to change. What does this mean for the cadets’ mentors, the senior
member staff? The level of adult involvement --- the degree to which the senior staff takes a hands-on or hands-
off approach --- should depend on the maturity of the cadet staff.

Well-Established Units. For example, in well-established units that have a number of mature cadet officers, the
cadet staff should be afforded considerable autonomy. It is the cadet officers who should be setting goals, plan-
ning activities, and making decisions for the unit, under senior supervision. In situations like this, senior leaders
can delegate many leadership functions to the cadet staff, while still supervising and mentoring the cadets.

New or Rebuilding Units. In contrast, if the unit is bottom-heavy --- perhaps it is brand new or rebuilding --- the
senior staff will need to take a more hands-on approach. In the absence of mature cadet officers, the senior staff
must fulfill the goal-setting, planning, and decision-making functions until junior cadets acquire some rank,
maturity, and leadership skills.

The senior staff may even need to instruct cadets in fundamental subjects like drill and the wear of the uniform,
performing duties normally assigned to cadet NCOs. Hopefully, cadets will progress quickly and earn entry-level
leadership positions. When that happens, the senior staff should gradually delegate more authority to the cadets
and enlarge the cadet staff’s sense of autonomy. In other words, every time the cadet staff takes one step for-
ward in the Cadet Program, the senior staff should take one step back.
The Importance of Cadet Position Descriptions. How much authority should be granted to cadets? What is the
ideal scope of their responsibilities? The answers to these questions are found in the cadet staff position
descriptions. After finding an appropriate staff assignment for a cadet, the senior leadership should grant the
cadet enough space or autonomy to perform that job, as it is laid out in the position description. Likewise, the
scope of the cadet’s responsibilities should be limited by their position description. In other words, flight
sergeants should have freedom to perform flight sergeant duties, but only flight sergeant duties.
CAPP 60-11 CP Officer Handbook, October 2021 27

Small, Bottom-Heavy Squadron, All Airmen

Figure 7

Small, Bottom-Heavy Squadron, With a NCO

Figure 8

Small Squadron With NCOs and an Officer

Figure 9
28 CAPP 60-11 CP Officer Handbook, October 2021

Small Squadron With NCOs and a Few Officers

Figure 10

Large, Bottom-Heavy Squadron

Figure 11
CAPP 60-11 CP Officer Handbook, October 2021 29

Large Squadron With Several NCOs & Officers

Figure 12

Optional Organization of Cadet Command Staff

Figure 13
30 CAPP 60-11 CP Officer Handbook, October 2021

3.5 THE CADET STAFF SELECTION PROCESS

The unit commander has final authority over cadet staff assignments. That said, seniors who work directly with
cadets should have a say in the process. And of course, cadet staff should have a great deal of input in selecting
their assistants. Whatever your selection process, follow it consistently. Ensure the process is fair and
transparent. Avoid the appearance of favoritism, especially in parent / child situations.
Interviews. Commanders are encouraged to interview cadets before assigning them to a staff position. From a
managerial perspective, an interview may seem unnecessary --- in most units, cadets and seniors know one
another well, and the cadets’ rank structure may make it obvious which cadet will be assigned to which position.
But interviews are good leadership experiences for cadets. They prompt cadets to take stock in their own leader-
ship performance. Plus, learning how to behave in an interview is a good life skill. Moreover, by conducting
interviews you underline the fact that staff service is something that must be earned. Some suggested questions
to ask during a placement interview include: What talents, qualities, and strengths would you bring to the job?

• Do you want the job? Why?

• How do you describe your leadership style?
• What leadership skills are you weak in? What are you doing to develop yourself?
• How long would you like to hold this job?
• Do you have any initial goals or ideas regarding this position?
• Why do you think you’re the best candidate for the job?
Interviews should be two-way conversations. To promote open discussion, after the cadet reports, offer them a
seat and help them relax.

Term Limits. Commanders have flexibility in determining how long cadets serve in their staff positions. There is
no standard term of office. However, unit commanders are encouraged to set term limits for three reasons:

(1) Term limits make it clear cadets must work hard if they are to continue enjoying the opportunity of serving on
the cadet staff. Staff service is a privilege, not a right.
(2) Term limits allow other qualified cadets opportunities to lead. CAP wants to develop the leadership potential
of all cadets by assigning them jobs befitting their rank and skill. Term limits can help ensure every deserving
cadet has a chance to lead.

(3) Term limits create a face-saving measure if cadets are unable to perform their duties, for whatever reason. It
is better for a cadet to be assigned to a different position at the end of the term, rather than be fired because of
poor performance. Staff service is supposed to be a positive learning experience.
The duration of the term should depend on the situation. If the unit is new, with no cadets holding significant
rank, cadets could be rotated through element leader positions on a weekly basis. If the squadron has a well-
defined corps of cadet officers and NCOs, terms could be 6 to 12 months long. However, it is not recommended
that a cadet be appointed to a term longer than one year because the unit commander should be reevaluating the
cadet staff structure regularly. At the end of a term, however, the commander may find the staff structure does
not need to be adjusted, and may elect to renew the cadets’ terms of office. Of course, unit commanders always
retain the prerogative of changing the cadet staff plan at any time to meet the squadron’s needs.

Appointing the Cadet. Your cadet staff has been selected. Now it’s time to ensure each cadet understands their
role and responsibilities. A staff member should meet with the cadet to review the following:
• Congratulate the cadet for being selected.
• Review the position description.
CAPP 60-11 CP Officer Handbook, October 2021 31

• Discuss the main duties of the position.

• Discuss who the cadet will report to.
• Allow the cadet to ask questions.
• Define the term of office.
• Emphasize that staff service is a learning experience. It should be challenging, yet fun.
• Announce the appointment to the squadron.

Of course, if one cadet is replacing another in a staff position, the outgoing cadet deserves to be told personally
that their term is coming to a close, before you start looking for their successor.
Concluding the Staff Service. At the end of a staff term, it is important to provide the cadet with feedback.
When meeting with the cadet, some good discussion points to consider include:

• Thank the cadet for serving.

• Ask them what they learned from the experience.
• Name a few of the cadet’s accomplishments, and congratulate them for their performance.
• Explain what their next role is, or if that is not yet determined, ask what they hope to do next.
• Explain what they can do to develop their leadership potential.
• End on a positive note. Consider presenting them with a certificate of appreciation.

3.6 LEADERSHIP FEEDBACK MEETINGS

If you are a cadet officer, you’ll be asked to evaluate cadets’ leadership performance. This is an opportunity for
you to help a junior cadet develop their leadership skills. At the same time, preparing the CAPF 60-90
Leadership Feedback tool and meeting with the cadet will test your own skills as a leader. Here are some things
to keep in mind when evaluating cadets:
Introductory Guidelines

Evaluate cadets at least once per phase using the CAPF 60-90 that corresponds with their phase. See the back
side of the form for further instructions.

The categories and performance goals listed on the CAPF 60-90 are derived from the ‘‘Leadership Expectations’’
outlined on the CAPVA 60-100, Cadet Super Chart. The form and the chart work hand-in-hand.

If desired, file the completed form in the cadet’s personnel record after providing them with a copy.

Suggested Procedure for Feedback Meetings (Promotion Boards)

1. Meet in a location that offers some privacy, but avoid situations that place a senior and cadet alone together.

2. Have the cadet formally report to the officer(s) who will be providing the feedback.
3. Put the cadet at ease so they may focus on the officers’ guidance. If using the CAPF 60-90 series form prior
to a promotion, state whether the cadet will be promoted or not. Getting that question out of the way allows the
cadet to focus on the feedback.
4. Ask the cadet to describe some recent successes they have had in the Cadet Program. Why do they
exemplify good leadership? Challenge the cadet to think about their leadership performance.
5. Ask the cadet to describe some leadership skills they are trying to improve. What steps are they taking to
improve in these areas? Again, challenge the cadet to think critically and be specific.
32 CAPP 60-11 CP Officer Handbook, October 2021

6. Review the ratings in the top portion of the CAPF 60-90 series form. For each item, provide positive,
constructive, and specific feedback.
7. Identify some of the cadet’s recent successes. Let the cadet know what they are doing well.
8. Identify 2 or 3 leadership skills that the cadet should focus on. Give specific suggestions on what they should
do to improve in those areas, but do not overwhelm them with feedback.
9. Congratulate the cadet for their efforts and encourage them to remain active in CAP. If retaining the cadet in
grade, set a date for a subsequent review. Be sure to re-enforce the positive.
10. Dismiss the cadet and return their salute.
Remember, to maintain a positive and optimistic attitude --- not an adversarial one --- when offering cadets feedback.

3.7 MONTHLY PROGRAM TEMPLATE

Perhaps the first step in having well-coordinated meeting schedules involves your squadron adopting a regular
pattern governing the type of content programmed in a given week. It doesn’t matter which sequence the
squadron chooses to follow; what counts is that the squadron chooses a sequence that works for it and follows it
every month. A good pattern links each week of the month with training content, administrative tasks, and a
uniform requirement. Here’s one possibility.

Week Uniform Emphasis Block 1 Block 2 Concurrent / Special Tasks

1 Blues Drill Leadership Aerospace Feedback Meetings & Promotions
2 ABU Drill Aerospace Leadership
3 ABU Drill Fitness Elective
4 Blues Safety Character Elective Drill & Ceremonies Testing
5 TBA Elective Elective Elective

Table 8

3.8 WEEKLY SQUADRON MEETING TEMPLATE

This suggested template contains five main parts that should be present every meeting, save for special events.
Whatever your arrangement, it’s important to start promptly on time and end promptly on time. CAPF 60-83,
Squadron Meeting Planner, is an optional tool for creating meeting schedules. See Figure 12 for more information.

Event Duration

Opening Formation: National Anthem, Meeting Overview, Uniform Inspection 15 min

Emphasis Item (drill or safety training) 15 min
Training Block #1 45 --- 60 min
Administrative Tasks: promotion boards, finance meetings, etc., concurrent with Training Blocks
Training Block #2 45 --- 60 min
Closing Formation: Announcements, Awards & Promotions 10 min

Table 9
CAPP 60-11 CP Officer Handbook, October 2021 33

3.9 SQUADRON MEETING COORDINATION PROCESS

Several members of the staff are likely to have a stake in a given week’s meeting schedule. Therefore, the draft
schedule should be coordinated with them to ensure they are prepared to lead or support their portion of the
meeting. One suggested process for doing that is:

Draft Coordinate Approve Publish Execute

At least 2 weeks prior at least 5 days prior at least 3 days prior at least 2 days prior D-Day

Cadet officer or Affected staff Unit commander or Unit commander or Cadet & senior staff
senior staff deputy deputy

Table 10

Your squadron is welcome to adjust this suggested process, but what’s ultimately required is :
• You plan your meetings in advance, versus ‘‘winging it’’ the night of the meeting;
• Local leaders give the senior and cadet staff an opportunity to review the plan and suggest edits;
• The final plan, approved by the commander, be available to all, at least 48 hours in advance.

3.10 SQUADRON WEEKLY MEETING PLANNER

Thanks to cloud computing, everyone in your squadron can see the draft plan, comment upon it, and generally
work together to get the plan just right. The CAPF 60-83, Squadron Weekly Meeting Planner, is an optional form
that can help your whole team develop a highly detailed training plan for your meetings. See Figure 12 for an
example.
Staff Coordination: As your squadron’s leadership team reviews the plan, there’s a place for them to check-off
and show they concur with the plan.

Announcements: It’s not enough to say, ‘‘We take 5 minutes for announcements at the start of the meeting.’’ To
be successful, you have to identify what those announcements will be so nothing is forgotten.

Emphasis Item: If the cadets are doing drill, what kind of drill? Are they learning new maneuvers, or practicing
what they already know? As they drilling as a single group, or in flights/ elements? Again, specificity is the key.
Training Blocks: Here’s a space so that he AEO or CDI (or whoever) can communicate on preparations for his
session. (‘‘We’ll be outdoors for part of the lesson. It gets dark early, so know that my AE lesson has to happen
during block #1.’’)
Concurrent Tasks: If the bulk of the cadets are doing one activity, you may need to pull individuals out and take
care of promotion boards, or gather the senior staff to talk finances. Here’s a place to plan for that.

If your squadron develops good habits in coordinating meeting plans, the cadet staff and senior leadership will
get along better. Cadets who would like their say in planning the meeting have a means to be heard, and you can
task them with writing the plan’s first draft while you maintain quality control. Simply put, good coordination
habits mean your squadron will get along and will run successful meetings.
34 CAPP 60-11 CP Officer Handbook, October 2021

Plan drafted by C/CC

Everyone who has a stake in the

meeting has seen it and signed-off
Plan approved by CC

Everyone note, we have a

guest this week.

Be specific with everything, even

what you’ll do during drill

Good time for the seniors

to talk budget

Nice. We know we have enough maps

--- important detail

Cadet & senior are team-teaching,

using pre-built lesson plans

Pull the individual cadets out

of Block 2, as needed

Know exactly what announcements to

make before dismissal

CAPF 60-83 SQUADRON WEEKLY MEETING PLANNER USE OF THIS FORM IS OPTIONAL FEB 2018

Figure 14
CAPP 60-11 CP Officer Handbook, October 2021 35

3.11 CADETS AS INSTRUCTORS & THE CHECK-RIDE SYSTEM

Should squadron meetings include activities led by cadet instructors? Of course. Leadership is developed
through experience, so cadets need opportunities to apply their learning, demonstrate their skills, and grow. The
suggested best practice for doing this is by using a standard process of ‘‘check rides,’’ as shown below.

Assignment Cadet’s Preparation Check Ride Feedback

D-Day
2-3 weeks’ prior to D-Day 1 week prior 1 week after D-Day, or sooner

Table 11

Overview of the Process. The process begins with senior staff explaining the assignment to the cadet a couple
weeks before the cadet actually executes the lesson or activity. The cadet has at least 1 week to prepare for the
class or activity they are leading. During the ‘‘check ride,’’ the cadet presents a detailed plan for their class or
activity, and/or rehearses the presentation with the senior mentor, who performs a quality check function and
helps the cadet identify any rough edges in their plan and make adjustments. The more experienced a cadet
becomes, the less involved the senior needs to be, but cadets in the C/2d Lt range and lower will require a close
hewing to this check ride model. This same senior mentor provides constructive feedback to the cadet
immediately following their class or activity, or at the next weekly meeting.

Managing Worst-Case Scenarios. Suppose it’s check ride time, 1-week prior to the cadet’s class or activity, and
the cadet is unprepared, confused about the basic subject matter he or she is supposedly qualified to teach, or
simply is not ready for this leadership opportunity, for whatever reason. How do you respond? The senior mentor
has a few options, including: rescheduling the cadet to a later date; having the cadet team-teach with someone
more experienced; or less desirable, having the senior run this particular activity out of logistical necessity, but
taking care to give the cadet another opportunity in the near future. In managing the worst-case scenario, the
senior is balancing the squadron’s need for a quality experience with the cadet-instructor’s need for a leadership
opportunity. Generally, it’s okay if the cadet-instructor stumbles a bit regarding delivery, but he or she should
possess basic subject matter competence so that the cadet-students are receiving accurate information.

A hands-off approach may appear to grant the cadet freedom to lead. In reality, it sets the cadet up for failure
because adolescent wisdom can take him or her only so far. Your adult guidance is needed. Moreover, without
adult supervision of the cadet’s plans, coaching during the event, and feedback afterward, your squadron
meetings’ quality will suffer.
36 CAPP 60-11 CP Officer Handbook, October 2021

Part 4 PROFESSIONAL READINGS

The Cadet Program is ultimately an effort to help young people grow into responsible citizens. We use a youth-
scaled, military-style training model and aviation-themed activities to accomplish that mission.

These readings are offered to help CP officers appreciate the Cadet Program within the broad context of youth
development work, and in turn, to keep their noble efforts of service properly grounded. In implementing a Cadet
Program, it is easy to focus on the program rules and regulations to such an extent that one loses sight of the big
picture.

If CP officers think of themselves as youth development professionals first and CP officers second, that higher
professionalism will help them be more effective mentors, which can only make CAP more fun and beneficial for
all involved. These short readings are offered in support of that end.

Contents & Hyperlinks

4.1 Understanding Youth Development Work

4.2 Great Futures Start Here:

Youth Development Strategies in the Boys & Girls Clubs of America Movement

4.3 Social and Emotional Learning

4.4 Virtues

4.5 Service Learning Standards for Quality Practice

CAPP 60-11 CP Officer Handbook, October 2021 37

4.1 Understanding Youth Development Work

Joyce Walker and Trudy Dunham
Walker, J., & Dunham, T. ‘‘Understanding Youth Development Work’’ St. Paul: University of Minnesota Extension Center for Youth
Development, 1994. Used with permission.

CP Officers are not mere chaperones who merely ensure the cadets’ safety. Rather, they are supervisors,
instructors, and mentors: unpaid youth development professionals skilled in helping cadets reach their full
potential. This article locates the CP Officer within the context of youth development work.

What is Youth Development? the environment and enhance the learning experiences of
young people. No single organization does it all.
Youth development is the process of growing up and
developing one's capacities in positive ways. This Youth development organizations involve young people
typically takes place in the context of the family, the peer of all ages and both sexes, although some target certain
group, the school, and the neighborhood or community. audiences. They encourage long-term involvement and
provide a progression of activities promoting develop-
Many young people do not have the advantages that
mental growth. They emphasize learning strategies based
promote optimal, healthy development of the body, mind,
upon fun, play, action, and group and individual chal-
and spirit. Many youth do not have opportunities to
lenges teaching life skills rather than academic lessons.
experience positive stimulation for growth or nurturing
support from family, friends, and community. Youth 4-H is the oldest and largest publicly funded youth
development is a natural process, but it cannot be left to development organization in the United States. Begun in
chance. As the Youth Development Committee of the the early years of the 20th century as a vehicle for
Lilly Endowment noted (Pittman, June 1991): extending the learning of the land-grant university to the
children of rural communities, 4-H today has a presence
"Youth development ought not to be viewed as a
in every county. It is a part of the Cooperative State
happenstance matter. While children can, and often do,
Research, Education, and Extension Service of the U.S.
make the best of difficult circumstances, they cannot be
Department of Agriculture funded through a partnership
sustained and helped to grow by chance arrangements or
of federal, state, county, and private resources. 4-H is
makeshift events. Something far more intentional is
open to all interested young people and their families.
required: a place, a league, a form of association, a
gathering of people where value is placed on continuity,
predictability, history, tradition, and a chance to test out Youth Development as Non-Formal Education
new behaviors."
Non-formal education is organized, systematic teaching
and learning carried on outside the formal school system.
What is a Youth Development Organization? Generally, non-formal education is sponsored by com-
munity groups that provide particular types of teaching
A youth development organization exists to promote the
and learning experiences for specific youth populations. It
positive, healthy development of young people. Youth
is not an alternative to formal education offered in the
development organizations are different from agencies
schools; it is another kind of education essential for
and systems that exist to provide social control,
helping young people grow to optimal maturity.
treatment, or training for young people. The socialization
of youth is the youth organization's primary task The schools that provide formal education are "society's
(Pittman, 1993). Their mission is to provide the most legitimate and formal system of teaching and
challenges, experiences, support, and help young people learning." (LaBelle, 1981, p. 315) They are typically chron-
need to develop to their fullest potential. These ologically graded and hierarchically structured. They offer
community-based organizations work to meet needs in credits, grades, and diplomas to document learning and
38 CAPP 60-11 CP Officer Handbook, October 2021

achievement. Increasingly, schools are asked to docu- The subject matter for youth development education
ment more closely the competency of their learners as programs overlays the five basic competency areas
proof that the credits, grades, and diplomas have value. identified by Pittman (1991) as essential for success in
adulthood:
For several reasons, non-formal education provides the
ideal system for youth development education to take 1. Health and Physical Competence - Good current
place. health status plus evidence of knowledge, attitudes, and
behaviors that will ensure future health.
Youth development organizations are most often volun-
tary, reflecting the values, priorities, and goals of the 2. Personal and Social Competence - Skills for under-
adults and young people who support them. standing self and having self-discipline; working with
others, communicating, cooperating, negotiating, and
Non-formal youth development programs identify their
building relationships; coping, adapting, and being
own mission, their curriculum priorities, their population
responsible; and finally, making good judgments,
of learners, and their teaching methods.
evaluating, making decisions, and problem-solving.
Non-formal youth programs commonly use club struct-
3. Cognitive and Creative Competence - Useful
ures, camps, sporting activities, regular group meetings,
knowledge and abilities to appreciate and participate in
expressive arts, and youth-conducted events to carry out
areas of creative expression for thinking, seeing, feeling,
their educational work.
tasting, and hearing.
Non-formal programs operate largely outside the scope
4. Vocational Competence - Understanding and
of public funding and public policy directives, hence they
awareness of life planning and career choices, leisure and
can respond to community-based agendas.
work options, and steps to act on those choices.
Non-formal programs typically reward learning, achieve-
5. Citizenship Competence - Understanding of personal
ment, and positive growth through recognition and
values, moral and ethical decision-making, and partici-
incentives such as certificates, ribbons, badges, and
pation in public efforts of citizenship that contribute to
increased opportunities for leadership.
the community and the nation.

While these five competency areas are an ideal focus for

The Curriculum for Non-Formal intentional learning experiences for non-formal youth
Youth Development Education development education programs, they are also central to
many school curricula. It is the educational design and
When curriculum is defined as any planned sequence of
delivery system that commonly distinguishes formal and
learning experiences, (Schneider, 1983), a curriculum for
non-formal education.
youth development education has two major compon-
ents. First, the curriculum has content or subject matter
upon which the planned sequence is built. Second, the Learning Greater Than the Sum of the Parts
curriculum has a method or a set of principles that guides Neither subject matter content nor experiential method
the design of the learning experiences. The synergy of alone tells the story. In the hands of leaders and teachers,
content and method promotes learning and competence they combine to create the curriculum, the planned
in life skills critical for the healthy development of young sequence of learning experiences. But it is only when the
people. learner enters the picture that life skill competencies and
Experiential methods of learning are most commonly the fundamental tasks of healthy youth development are
associated with youth development education programs understood. This dynamic evolves from the process of
in non-formal settings. These emphasize exploration and youth engaged in active work on topics of interest that
critical thinking and focus not only on learners doing build competence and address basic youth
work, but on sharing, processing, analyzing, and applying developmental needs.
the understandings or skills gained. This method is a The elements or needs essential for the healthy develop-
powerful approach for learning life skills essential to ment of young people, particularly adolescents, have
socialization, skills that rely on interaction and demon- been described by Konopka (1973) and Pittman (1991).
stration over time.
CAPP 60-11 CP Officer Handbook, October 2021 39

To grow and learn to optimum capacity in healthy ways Young people in 4-H join voluntarily, and they select
and to function successfully in the adult world, young projects and areas of involvement based on personal
people benefit from opportunities to: interests. Working independently or in groups, young
people experiment, work, demonstrate, and produce
• feel a sense of safety and structure
educational products in areas like rocketry, animal
• experience active participation, group membership,
science, entomology, food preparation, environmental
and belonging
study, fishing, photography, leadership, and clothing and
• develop self-worth achieved through meaningful
textiles. They also work on group programs like com-
contribution
munity service and cross-age teaching on topics such as
• experiment to discover self, gain independence, and
pregnancy prevention, alcohol use, nutrition, and fitness.
gain control over one's life
• develop significant relationships with peers and Learning takes place in kitchens, living rooms, community
adults centers, church basements, community parks, county
• discuss conflicting values and formulate their own fairgrounds, gymnasiums, and barns -- anywhere young
• feel the pride and accountability that come with people and adults gather to pursue their work. Young
mastery people come to the active learning environment with
• expand the capacity to enjoy life and know that different skills and abilities. They approach new situations
success is possible. and ideas by exploring, engaging with others, reflecting,
and questioning in order to discover answers and
These eight factors, along with the five basic competency
implications.
areas, become legitimate criteria to assess the impacts of
teaching important life skills in a youth development
program. As an example, young people may decide they
Sources
want to learn public speaking skills to build their personal
and social competence. Youth development professionals Konopka, G. (1973) Requirements for the healthy devel-
would then be responsible for assuring that the activities opment of adolescent youth in Adolescence, VIII, 31, Fall.
and materials used in the learning experiences foster a
LaBelle, T. (October 1981) An introduction to the non-
sense of safety and structure; allow for active participat-
formal education of children and youth in Comparative
ion; provoke self-understanding; and demonstrate that
Education Review, 25(3) pp 313-329.
success is possible. Not every intentional learning
experience will address all of the needs identified as Pittman, K. (May 1993) Seminar with 4-H Faculty, St.
essential elements for healthy youth development, but Paul, University of Minnesota.
performance outcomes based on meeting these needs are Pittman, K. (June 1991) Promoting youth development:
as important as content competency. Indeed, they are Strengthening the role of youth serving and community
often more important, depending on the age of the child organizations, Washington D.C.: Academy for Educat-
and the stated goals of the program. ional Development.

Pittman, K. and Fleming, W. E. (September 1991) A new

4-H: A Non-Formal Youth Development Education vision promoting youth development, testimony,
Program Washington, D.C., House Select Committee on Children,
The primary 4-H learners are children and youth 5-19 Youth and Families.
years old; however, 4-H does educate adults, particularly Schneider, B.J. (September 1983) Organization and
parents and volunteer leaders who work with the young policy: An action plan for Minnesota 4-H (Unpublished).
people. The primary teachers in 4-H are the parents and
adult and older teen volunteers who take responsibility Wynn, J. Richman, H. Rubinstein, R.A. & Littell, J.
for community clubs, project clubs, special events, and a (1987) Communities and adolescents: An exploration of
wide range of community-based educational program- reciprocal supports. Chicago: University of Chicago,
ming. County extension educators, once called county Chapin Hall Center for Children.
extension agents, also play a major teaching role, working
with both adult and youth audiences.
40 CAPP 60-11 CP Officer Handbook, October 2021

4.2 Great Futures Start Here: Youth Development Strategies

in the Boys & Girls Clubs of America Movement
Boys & Girls Club Movement
Boys & Girls Club Movement, Great Futures 2025: Reference Guide. Atlanta: 2017. Used with permission.

CAP is an affiliated member of the Boys & Girls Clubs of America. This excellent short article is obviously written from a
non-CAP perspective. When they say ‘‘Clubs,’’ think squadrons; when they say ‘‘staff,’’ think senior members. What
matters is that this article summarizes research-based practices for effective youth development that are applicable to
nearly every youth-serving organization, CAP included.

In 2004-05, BGCA partnered with the Search Institute to o Give new members special attention
undertake a comprehensive study to identify core Club
o Do more than just say ‘‘hello’’ when members arrive at
practices that foster positive youth development. The
the Club
research yielded strategies and of practices that were
synthesized into the Five Key Elements for Positive o Engage youth in simple conversation or games to start
Youth Development that are at the center of our Move- new relationships
ment’s Formula for Impact theory of change. When
implemented together and with consistency, the Club
Practice 2: Setting High Expectations
meets the developmental needs of youth by providing:
Establishing and reinforcing high expectations for
1. A safe, positive environment
members is one of the key elements for positive youth
2. Access to fun and a sense of belonging development, as shown through the study conducted by
Search Institute for BGCA in 2005. By raising the
3. Access to supportive relationships
bar for members’ achievements, staff encourage youth to
4. Meaningful opportunities and expectations achieve their full potential.

5. Formal and informal recognition o Set clear behavioral expectations, and use praise to
encourage members

Practice 1: Establishing Caring Relationships o Use goal-setting exercises and reward members when
appropriate
Research shows that when staff build caring, supportive
relationships with individual youth, this helps boost the o Expose members to post-secondary opportunities
Club Experience. As basic as it may sound, the practice of
o Believe in youth so that they believe in themselves
knowing members’ names is one of the simplest and
quickest ways that staff can begin to establish a caring o Have teens serve as mentors and role models at the
relationship with Club members. Club

o Hire the right people, with the right attitude o Create clever, easy-to-remember slogans that
communicate desired behaviors
o Arrange dedicated meetings between members and
Club professionals o Provide leadership opportunities as teaching moments

o Assign staff to work with a small group of members to

facilitate relationship building Practice 3: Positive Behavior Management

o Find the real reason why a member is acting frustrated Communicating Club policies and rules to help new and
or is behaving inappropriately existing members navigate the Club Experience is para-
mount for staff and member success. When members
CAPP 60-11 CP Officer Handbook, October 2021 41

understand what is expected of them up front, this can o Give staff program assignments that match their
help eliminate behavior issues that could otherwise occur. interests and skill sets
Staff members play a crucial role in helping to model and Practice 5: Building A Supportive Club Climate
reinforce such behaviors as well.
Club staff strive every day to deliver a consistently fun,
o Provide targeted mentoring and guidance to support positive, supportive Club climate. This includes managing
members with the greatest behavior challenges conflicts among youth, facilitating supportive peer-to-
peer relationships, providing informal guidance, develop-
o Educate staff about members with specific behavior
ing and facilitating high-yield activities and making sure
challenges
youth have fun ----- all while learning and growing as
o Create programs to teach desired behaviors individuals.
o Employ specific problem-solving techniques to help o Find ways for staff to expand their subject-matter
resolve issues expertise and facilitation skills
o Teach new staff appropriate ways to manage behavior o Make reflection a regular part of the program
facilitation and improvement process
o Recognize and reward positive behavior
o Implement co-facilitation practices to add unique
o Redirect negative behaviors
perspectives to programs
o Set expectations for staff members to display a positive
o Encourage staff to share feedback to help drive program
disposition
quality improvements

Practice 4: Teamwork/Collective Staff Efficiency o Evaluate the strengths of Club staff before assigning
them to programs
When staff work well together, whether it is to implement
programs and activities or to ensure that Club policies o Keep programming fresh with new tactics
and rules are enforced consistently, this lays the ground-
o Encourage a high-energy environment to keep members
work for a consistently positive Club Experience for
engaged
members. Staff should also be given adequate time for
professional development, as well as program planning
Practice 6: Planning Activities And Programs
and evaluation.
As shown from BGCA’s 2014 study with partner Hanover
o Create accountability between Club professionals
Research, Clubs can expect to see a boost in their Club
through shared performance metrics
Experience when planned activities and programs are
o Find opportunities for Club professionals to regularly offered for all or most of each day. A varied but artfully
meet structured mix of interest- and needs-based activities and
programs has always been recommended by BGCA.
o Make it a regular practice for staff to collaboratively
plan the program calendar o Seek out talent in your community to provide unique
programming just for members
o Encourage staff to work together to address issues that
are affecting all members o Incorporate feedback as part of the program/activity
planning process
o Stress the importance of teamwork to create a safe
environment for members o Provide staff with dedicated planning time ----- both
collaborative and independent
o Help new staff acclimate to their roles through a formal
review and feedback process o Connect community service projects to other
programmatic opportunities
o Look to other organizations to provide professional
development opportunities o Blur the lines between priority outcome areas [avoid
‘‘stove pipes,’’ where leadership is disconnected from
o Regularly share important information about youth with
aerospace, for example]
your colleagues
42 CAPP 60-11 CP Officer Handbook, October 2021

Practice 7: Youth Input And Agency Practice 9: Effective Club/School Partnerships

In an effort to increase members’ participation and When Clubs collaborate with school systems and school
deepen their Club Experience, many Clubs look for administrators, many opportunities for members, Club
opportunities to give youth an active voice in Club professionals and school staff emerge. Not only can such
programming. Considering our youth development partnerships expand the Club’s walls, but they can also
principles, it is important to provide youth --- particularly serve as a recruitment tool.
young adolescents and older teens ----- with opportunities
o Collaborate with schools to plan complementary
to influence program options.
programming
o Solicit input from members to help schedule needs-
o Leverage technology to foster a stronger school-Club
based programming
partnership
o Allow members to design their own needs-based
o Build a part-time staff team made up of high school
programming
students
o Engage members in planning and executing special
o Dedicate a staff member to work on school property
events
o Use relationships with school staff to recruit Club
o Give older members opportunities to mentor younger
staff/volunteers
members
o Use school-based spaces for Club programs, and vice-
o Create a staff-member apprenticeship system
versa
o Use leadership programs to generate ideas from
members Practice 10: Cultural Sensitivity
o Gather input to improve relationships between To help members feel accepted at the Club, staff should
members and staff encourage members to explore their own backgrounds, as
well as provide opportunities to learn about the cultural
o Solicit input from members of all ages
identities of others. This also fosters an atmosphere of
tolerance and acceptance, both important traits to instill in
Practice 8: Family Engagement
members as our local communities become more diverse
Club professionals should take proactive measures to and our global community becomes more connected.
regularly communicate --- both formally and informally ---
o Hire staff that reflect the community you serve
with youth’s parents. When staff know Club families well,
they are able to recommend services and/or referrals to o Engage youth in opportunities to learn about other
other agencies that may benefit the family. cultures

o Use technology to communicate with parents o Encourage staff to celebrate the cultural differences
among members
o Collaborate with other service providers to support
members and families o Use current events as teaching moments for members

o Require parents to volunteer at the Club o Use members’ interests to create programming that
taps into cultural appreciation
o Host mandatory orientation events for parents

o Create programs and special events designed for

parents and families Facts About American Youth
o Find ways to sensitively record and share youth’s needs o 15 million American children, or one in five, live in
with parents poverty.1
o Stay in touch with parents through quick phone calls o More than 11 million school-age children, or about one
in five, are alone without adult supervision after school.2
o Use drop-off and pick-up times to share members’
accomplishments with parents
CAPP 60-11 CP Officer Handbook, October 2021 43

o The graduation rate has risen to 83 percent. Despite

this, one in six youth fail to graduate from high school on 3. National Center for Educational Statistics (2016). ‘‘Table 1. Public
High School 4-Year Adjusted Cohort Graduation Rate (ACGR), by
time.3
Race/Ethnicity and Selected Demographics for the United States, the
o The high school graduation rate for economically 50 States and the District of Columbia: School Year 2014-15,’’ https:
//nces.ed.gov/ccd/tables/ACGR_RE_and_characteristics_2014-
disadvantaged youth is 76 percent.4
15.asp.
o Low-income youth lose more than two months of
reading achievement in the summer while their middle 4. National Center for Educational Statistics (2016). ‘‘Table 1. Public
High School 4-Year Adjusted Cohort Graduation Rate (ACGR), by
class peers make slight gains.5
Race/Ethnicity and Selected Demographics for the United States, the
o A million youth younger than age 18 are arrested each 50 States and the District of Columbia: School Year 2014-15,’’
https://nces.ed.gov/ccd/tables/ACGR_RE_and_characteristics_201
year.6
4-15.asp.
o Only 23 percent of eighth graders performed proficient-
ly or better on a U.S. civics assessment.7 5. Cooper, H.; Nye, B.; and Charlton, K. et al. (1996). ‘‘The Effects of
Summer Vacation on Achievement Test Scores: A Narrative and
o 34 percent of young people ages 6 to 19 are overweight Meta-Analytic Review,’’ Review of Educational Research, Vol. 66, No.
or obese.8 3, 227-268, http://rer.sagepub.com/content/66/3/227.abstract.

6. OJJDP Statistical Briefing Book. (2015). Juvenile Arrests,

http://www.ojjdp.gov/ojstatbb/crime/qa05101.asp?qaDate=2014.
Notes
7. National Center for Education Statistics, The 2014 National
1. Proctor, B.; Semega, J. and Kollar, M. (2016). U.S. Census Bureau
Assessment of Educational Progress (NAEP), http://www.
Current Population Reports: Income and Poverty in the United States;
nationsreportcard.gov/hgc_2014/#civics.
2015, http://census.gov/content/dam/Census/library/publications
/2016/demo/p60-256.pdf.
8. Ogden, C.L.; Carroll, M.D.; and Kit, B.K. et al. (2014). ‘‘Prevalence
of Childhood and Adult Obesity in the United States, 2011-12,’’
2. Afterschool Alliance, (2014). America After 3 PM, http://www.
Journal of the American Medical Association, Vol. 311, No. 8, 806-
afterschoolalliance.org/AA3PM/.
814, http://jama.jamanetwork.com/article.aspx?articleid=1832542.
44 CAPP 60-11 CP Officer Handbook, October 2021

4.3 Social-Emotional Learning

CASEL. Collaborative for Academic, Social, and Emotional Learning
Collaborative for Academic, Social, and Emotional Learning, ‘‘What is SEL?,’’ ‘‘Core SEL Competencies,’’ and ‘‘SEL Impact’’ Chicago: CASEL,
https://casel.org/what-is-sel/, retrieved March 2018. Copyright CASEL, 2018. Used with permission.

The job of a young person is to grow up and thrive. Youth must come to know themselves, learn how to relate with
others, and work together to contribute their own brand of goodness to the world. One aspect of youth development is
social and emotional learning (SEL). Organizations like CAP and its Cadet Program are excellent venues to help youth
increase their SEL skills and acquire the right mindsets for future growth. This brief article defines SEL and introduces five
SEL competencies.

WHAT IS SEL? Self-Management

The ability to successfully regulate one’s emotions,
Social and emotional learning (SEL) is the process thoughts, and behaviors in different situations -----
through which children and adults acquire and effectively effectively managing stress, controlling impulses, and
apply the knowledge, attitudes, and skills necessary to motivating oneself. The ability to set and work toward
understand and manage emotions, set and achieve personal and academic goals.
positive goals, feel and show empathy for others, • Impulse control
establish and maintain positive relationships, and make • Stress management
responsible decisions. • Self-discipline
• Self-motivation
Social and emotional learning (SEL) enhances students’
• Goal-setting
capacity to integrate skills, attitudes, and behaviors to deal
• Organizational skills
effectively and ethically with daily tasks and challenges.
Like many similar frameworks, CASEL’s integrated
framework promotes intrapersonal, interpersonal, and
Social Awareness
The ability to take the perspective of and empathize with
cognitive competence. There are five core competencies
others, including those from diverse backgrounds and
that can be taught in many ways across many settings.
cultures. The ability to understand social and ethical
Many educators and researchers are also exploring how
norms for behavior and to recognize family, school, and
best to assess these competencies.
community resources and supports.
• Perspective-taking
5 CORE SEL COMPETENCIES
• Empathy
Self-Awareness • Appreciating diversity
The ability to accurately recognize one’s own emotions, • Respect for others
thoughts, and values and how they influence behavior.
The ability to accurately assess one’s strengths and Relationship Skills
limitations, with a well-grounded sense of confidence, The ability to establish and maintain healthy and

optimism, and a ‘‘growth mindset.’’ rewarding relationships with diverse individuals and

• Identifying emotions groups. The ability to communicate clearly, listen well,

• Accurate self-perception cooperate with others, resist inappropriate social

• Recognizing strengths pressure, negotiate conflict constructively, and seek and

• Self-confidence offer help when needed.

• Self-efficacy • Communication
• Social engagement
CAPP 60-11 CP Officer Handbook, October 2021 45

• Relationship-building SEL Impact on Equity and Poverty

• Teamwork
According to a 2015 report by the American Enterprise
Institute and the Brookings Institution, SEL competencies
Responsible Decision-Making
are critically important for the long-term success of all
The ability to make constructive choices about personal
students in today’s economy. This report was developed
behavior and social interactions based on ethical stand-
by a group of bipartisan experts who agreed to set aside
ards, safety concerns, and social norms. The realistic
their differences and create a detailed plan for reducing
evaluation of consequences of various actions, and a
poverty and increasing economic mobility.
consideration of the well-being of oneself and others.
• Identifying problems The authors noted that major educational and school
• Analyzing situations reforms over the past few decades have not sufficiently
• Solving problems focused on the SEL factors that are necessary to
• Evaluating education, employment, and family life.
• Reflecting The report also recommends an effort to scale up high-
• Ethical responsibility quality, evidence-based SEL programs as a core
component of education for children. It made three
SEL IMPACT recommendations to the federal and state governments:
(1) scale evidence-based SEL practices and policies; (2)
Social and emotional learning (SEL) programs, which
implement high-quality state SEL standards, preschool
previously have shown immediate improvements in
through high school; and (3) establish SEL centers of
mental health, social skills, and academic achievement,
excellence.
continue to benefit students for months and even years to
come, according to a 2017 meta-analysis from CASEL, the
SEL Impact on Lifetime Outcomes
University of Illinois at Chicago, Loyola University, and
the University of British Columbia. A 2015 national study published in the American Journal
of Public Health found statistically significant associations
Up to 18 years later, students exposed to SEL in school
between SEL skills in kindergarten and key outcomes for
continue to do better than their peers on a number of
young adults years later in education, employment, crim-
indicators: positive social behaviors and attitudes, skills
inal activity, substance use, and mental health.
such as empathy and teamwork, and academics. And
they have fewer conduct problems, less emotional The study concluded that early prosocial skills decreased
distress, and lower drug use, among many other benefits. the likelihood of living in or being on a waiting list for
The analysis looked at 82 research studies involving public housing, receiving public assistance, having any
about 100,000 students here and abroad. involvement with police before adulthood, and ever
spending time in a detention facility.
SEL Impact on Academic Outcomes
SEL Benefit-Cost Analysis
According to a 2011 meta-analysis of 213 studies
involving more than 270,000 students, those who A 2015 study by researchers at Columbia University
participated in evidence-based SEL programs showed an found that the measurable benefits of SEL exceed the
11 percentile-point gain in academic achievement costs. The aggregate result of the analysis showed an
compared to students who did not participate in SEL average benefit-cost ratio of about 11 to 1 among the six
programs. Compared to students who did not participate evidence-based SEL interventions studied. This means
in SEL programs, students participating in SEL programs that, on average, for every $1 invested in SEL
also showed improved classroom behavior, an increased programming, there is a return of $11.
ability to manage stress and depression, and better
attitudes about themselves, others, and school.
46 CAPP 60-11 CP Officer Handbook, October 2021

4.4 Virtues
Institute for the Study of Human Flourishing, University of Oklahoma
Institute for the Study of Human Flourishing, ‘‘Virtues’’ Norman, OK: University of Oklahoma, http://www.ou.edu/content/flourish/
resources/course-resources.html, retrieved February 2018. Used with permission.

When we talk of transforming cadets into leaders of character, what do we mean by that? CAP often uses a virtue-
centered approach in cadet character development. This excellent, short introduction can provide CP officers with a sense
of what virtue means, and the numerous forms in which virtue presents itself.

Virtues are character traits humans need in order to Open-Mindedness

flourish individually and as members of a community. The
Institute for the Study of Human Flourishing is founded on Open-mindedness is the readiness to step outside one’s
the belief that humans flourish when they develop to their own point of view to consider the merits of alternative
fullest potential as rational and moral creatures living in perspectives, with a willingness to change one’s beliefs
healthy communities. when that is warranted. Open-mindedness follows from a
genuine love of truth, and the humility to admit that one
We focus on nine key virtues that respect the moral might be mistaken in one’s beliefs.
identity and educational mission of the University of
Oklahoma. They fall into three categories: Intellectual,
Executive and Civic. EXECUTIVE VIRTUES

Self-regulation
INTELLECTUAL VIRTUES
Self-regulation is one of the most basic virtues, in the
Love of Learning sense that some degree of it is necessary for the acquis-
ition of any other virtue. It is the capacity to regulate and
Love of learning includes both the desire to get new restrain one’s thoughts, emotions, and behaviors for the
knowledge and delight in achieving it. It includes curiosity sake of achieving good ends. Self-regulation especially
about the world and a proper regard for the difficulty in includes the ability to regulate the desires, and it includes
achieving genuine knowledge. (Thus it is connected to the ability to direct one’s thoughts and attention to one’s
intellectual humility). Love of learning leads to a desire to goals.
learn the standards of particular fields of study, and a
desire to expand the fields of knowledge one has already
acquired.
Perseverance
Perseverance is the ability to pursue one’s goals despite
Intellectual Humility obstacles, the discouragement of failure, and the distract-
ing effect of temptations. It is crucial for the achievement
Humility in general is the virtue of facing up to the truth of long-term goals, the pursuit of which presents so many
about oneself, neither overvaluing nor undervaluing one’s opportunities to veer off course or abandon one’s aims.
abilities and accomplishments. Intellectual humility is The persevering person does not lose sight of her purpose
facing up to the truth about one’s intellectual abilities, and even when it takes a considerable amount of me to reach
admiring the limits of one’s perspective. The intellectually it, and she does not give up easily.
humble person does not deny her accomplishments, but
shows a lack of concern about intellectual status, and is
Honesty
sensitive to the ways in which one’s beliefs can go wrong
even though they seem right. In general, honesty is a deep and pervasive commitment
to truth ----- seeking it out, holding oneself and others
CAPP 60-11 CP Officer Handbook, October 2021 47

accountable to it, and conforming one’s conduct to it. Compassion

Honesty is closely related to integrity, which is the virtue
Compassion is the ability to feel sorrow over another
of being true to oneself, of having one’s beliefs, feelings,
person’s suffering, and to express that sorrow in a way
and behavior in harmony. People of integrity do not say
that is intended to alleviate that suffering. Unlike pity,
one thing and do another. So they can be counted on to
compassion does not suggest any feeling of superiority to
follow and uphold the rules of the community. Honesty is
the suffering person, but is instead a virtue that forms a
there-fore also closely connected to respecting others in
bond with the sufferer. Compassion is closely connected
the community.
with empathy, the ability to see things from someone
else’s emotional perspective. Empathy helps us recognize
CIVIC VIRTUES when compassion is needed and how best to alleviate the
suffering.
Civility
Civility is a social virtue that is indispensable to open
Fairness
political discourse and reasoned dis-agreement. This Fairness is a central virtue both of individuals and of
virtue manifests itself as a feeling of care and concern for social institutions. Fairness is characterized by
one’s society. A civil person is willing to engage others in impartiality (a lack of favoritism). When people exhibit
respectful dialogue, without scorn or insult, even when fairness, they consistently apply standards and rules to
the issues are intensely important or disagreement runs everyone and insist that others do the same, regardless of
deep. Civility has especially strong connections with people’s power or prestige, and whatever the
intellectual humility and self-control. consequences for the self or a preferred group. Fairness is
thus an essential element of justice.
48 CAPP 60-11 CP Officer Handbook, October 2021

4.5 Service Learning Standards for Quality Practice

National Youth Leadership Council
National Youth Leadership Council, ‘‘K-12 Service Learning Standards for Quality Practice’’ St. Paul: NYLC. Retrieved from www.nylc.org/
standards, February 2018. Used with permission.

Service-learning is an approach to teaching and learning in which students use academic knowledge and skills to address
genuine community needs. Cadet activities are designed using these standards as a benchmark. When supervising and
mentoring cadets in local activities, including squadron staff service, keep these standards in mind.

(1) Meaningful Service (3) Reflection

Service-learning actively engages participants in Service-learning incorporates multiple challenging
meaningful and personally-relevant service activities. reflection activities that are ongoing and that prompt
deep thinking and analysis about oneself and one’s
Indicators:
relationship to society.
1. Service-learning experiences are appropriate to
Indicators:
participant ages and developmental abilities.
1. Service-learning reflection includes a variety of
2. Service-learning addresses issues that are personally
verbal, written, artistic, and non-verbal activities to
relevant to the participants.
demonstrate understanding and changes in participants’
3. Service-learning provides participants with knowledge, skills, and/or attitudes.
interesting and engaging service activities.
2. Service-learning reflection occurs before, during,
4. Service-learning encourages participants to and after the service experience.
understand their service experiences in the context of the
3. Service-learning reflection prompts participants to
underlying societal issues being addressed.
think deeply about complex community problems and
5. Service-learning leads to attainable and visible alternative solutions.
outcomes that are valued by those being served.
4. Service-learning reflection encourages participants
to examine their preconceptions and assumptions in
(2) Link to Curriculum order to explore and understand their roles and
Service-learning is intentionally used as an instructional responsibilities as citizens.
strategy to meet learning goals and/or content standards. 5. Service-learning reflection encourages participants
Indicators: to examine a variety of social and civic issues related to
their service-learning experience so that participants
1. Service-learning has clearly articulated learning goals. understand connections to public policy and civic life.
2. Service-learning is aligned with the academic and/or
programmatic curriculum. (4) Diversity
3. Service-learning helps participants learn how to Service-learning promotes understanding of diversity and
transfer knowledge and skills from one setting to another. mutual respect among all participants.
4. Service-learning that takes place in schools is Indicators:
formally recognized in school board policies and student
1. Service-learning helps participants identify and
records.
analyze different points of view to gain understanding of
multiple perspectives.
CAPP 60-11 CP Officer Handbook, October 2021 49

2. Service-learning helps participants develop interper- 4. Service-learning partners collaboratively develop and
sonal skills in conflict resolution and group decision-making. implement action plans to meet specialized goals.

3. Service-learning helps participants actively seek to 5. Service-learning partners share knowledge and
understand and value the diverse backgrounds and understanding of school and community assets and
perspectives of those offering and receiving service. needs, and view each other as valued resources.

4. Service-learning encourages participants to recog-

nize and overcome stereotypes. (7) Progress Monitoring
Service-learning engages participants in an ongoing
(5) Youth Voice process to assess the quality of implementation and
progress toward meeting specified goals, and uses results
Service-learning provides youth with a strong voice in
for improvement and sustainability.
planning, implementing, and evaluating service-learning
experiences with guidance from adults. Indicators:
Indicators: 1. Service-learning participants collect evidence of
progress toward meeting specific service goals and
1. Service-learning engages youth in generating ideas
learning outcomes from multiple sources throughout the
during the planning, implementation, and evaluation
service-learning experience.
processes.
2. Service-learning participants collect evidence of the
2. Service-learning involves youth in the decision-
quality of service-learning implementation from multiple
making process throughout service-learning experiences.
sources throughout the service-learning experience.
3. Service-learning involves youth and adults in
3. Service-learning participants use evidence to
creating an environment that supports trust and open
improve service-learning experiences.
expression of ideas.
4. Service-learning participants communicate evidence
4. Service-learning promotes acquisition of knowledge
of progress toward goals and outcomes with the broader
and skills to enhance youth leadership and decision-making.
community, including policy-makers and education
5. Service-learning involves youth in evaluating the leaders, to deepen service-learning understanding and
quality and effectiveness of the service-learning ensure that high quality practices are sustained.
experience.
(8) Duration and Intensity
(6) Partnerships
Service-learning has sufficient duration and intensity to
Service-learning partnerships are collaborative, mutually address community needs and meet specified outcomes.
beneficial, and address community needs.
Indicators:
Indicators:
1. Service-learning experiences include the processes
1. Service-learning involves a variety of partners, of investigating community needs, preparing for service,
including youth, educators, families, community action, reflection, demonstration of learning and impacts,
members, community-based organizations, and/or and celebration.
businesses.
2. Service-learning is conducted during concentrated
2. Service-learning partnerships are characterized by blocks of time across a period of several weeks or
frequent and regular communication to keep all partners months.
well-informed about activities and progress.
3. Service-learning experiences provide enough time to
3. Service-learning partners collaborate to establish a address identified community needs and achieve learning
shared vision and set common goals to address commun- outcomes.
ity needs.
50 CAPP 60-11 CP Officer Handbook, October 2021

Part 5 CADET PROGRAMS OFFICER

POSITION DESCRIPTIONS
While CAPR 20-1, Organization of Civil Air Patrol, defines the basic duties of Cadet Programs Officers, this guide
explains those duties in greater depth. The following position descriptions are offered to help new Cadet
Programs Officers understand the fundamentals of their jobs and get started supporting cadets. They are not
definitive. Unit commanders are welcome to amend them to meet local needs.

Contents
5.1 Director of Cadet Programs
5.2 Unit Commander or Deputy

5.3 Leadership Education Officer

5.4 Aerospace Education Officer

5.5 Fitness Education Officer

5.6 Character Development Instructor

5.7 Testing Officer

5.8 Cyber Education Officer

5.9 Recruiting & Retention Officer

5.10 Special Project Officers

5.1 DIRECTOR OF CADET PROGRAMS

Deputy Chief of Staff for Cadet Programs (Region)
Director of Cadet Programs (Wing)
Cadet Programs Officer (Group)

The Director of Cadet Programs (or equivalent at the Group or Region) should be
(1) a mature professional;
(2) deeply knowledgeable about Cadet Program standards, processes, and best practices; and
(3) a skilled team leader and program manager.
Because the DCP works primarily with adult colleagues, maturity and professionalism are the most needed
qualities. If an explanation of the DCP’s role were reduced to the essentials, the focus would be on two key
responsibilities. First, DCPs help squadrons deliver high-quality squadron programs by training and mentoring
local leaders through the TLC courses, visits to squadrons, and other interactions. Second, the DCP organizes
and executes cadet activities sponsored by wing headquarters (or Region or Group). DCPs rely upon staff
assistants and project officers to help with activity operations.
CAPP 60-11 CP Officer Handbook, October 2021 51

Recommended Pre-Requisites

1. Possess a big picture understanding of the Cadet Program’s strategic aims

2. Should be deeply knowledgeable about Cadet Program standards and best practices and able to function as
an expert resource and problem-solver on all cadet-related matters

3. Experience should include service as a squadron commander or deputy, and staff service at wing cadet
activities; Region CPs should have successfully served as Wing CPs
4. Desire to support cadets, but comfortable in the realization that ongoing, direct interaction with cadets is
less available to DCPs than to squadron staff

5. Mature and capable of developing peer to peer relationships with fellow adults, skilled in conflict resolution,
and mentoring colleagues from a distance

6. Lead the echelon’s CP shop; manage the efforts of other adult leaders serving as CP staff assistants or
project officers

Time Commitment

DCPs serve in one of the more time-consuming positions in all of CAP, but compared with squadron-level
volunteers who have a weekly meeting, the DCP enjoys more flexibility in scheduling when he or she serves. The
minimum level of effort required probably involves serving one ‘‘Saturday’’ per month, every other month, for
cadet activities, plus one week or at least a few consecutive days during annual encampments. Add to these in-
person activities innumerable emails, phone calls, webinars, and as many visits to squadrons as is practical.

Key Duties & Best Practices

1. Program Leadership. Several CP officers may rightly claim to be leading CP-related projects that have a
clear beginning and end, but the DCP focuses his or her attention above the workaday tactical concerns and
manages the Cadet Program as a program, helping ensure it achieves its strategic goals. DCPs do this in part by
actively monitoring metrics such as the Quality Cadet Unit Award data to see which squadrons are flourishing
and which need assistance. Encampment metrics also warrant the DCP’s attention in monitoring how that
program is performing.

2. Regions & Encampment Program Leadership. Region DCPs have a special leadership role with the
encampment program. They, or their assistants, visit wing encampments to monitor program quality, mentor the
key leaders, and search for potential best practices to share with sibling wings and/or national staff. Further, they
review capacity rates at the previous year’s wing encampments, and through cross-talk between wing DCPs and
commanders, facilitate cadets attending out-of-state encampments when their home encampment is full.

3. Technical Expertise. A big part of the DCP’s role is to be a resource on all cadet-related regulatory matters,
standards, processes, and best practices. Effective DCPs understand how the Cadet Program is supposed to run,
and are skilled in working with senior member colleagues to help squadrons and activities operate properly and
achieve their goals. Not only will an effective DCP answer the technical question posed to him or her, but where
necessary the DCP will recast that question and help colleagues uncover the real (versus apparent) issue
affecting the cadets. Finally, because the DCP is a mere individual with limited time, an effective DCP will know
52 CAPP 60-11 CP Officer Handbook, October 2021

what skills and expertise others could offer around the wing, and encourages the wing’s community of experts to
aid those in need.

4. Lead the CP Team. The DCP leads the CP directorate and ensures it functions well as a team in its own
right. Most wings staff the CP directorate with only a couple individuals directly assigned to the 001 squadron,
and rely upon project officers, activity directors, and other staff assistants who serve as an additional duty but
are formally assigned to a constituent squadron.

5. Financial Management. The DCP develops and/or monitors budgets for cadet activities. Depending on
how the DCP and FM divide their labor, this could include encampment budgets, orientation flight budgets, CEAP
funding, restricted funds (donations earmarked for special purposes), and the like.

6. Supporting the Commander. The DCP is a senior official in the wing, and as such helps the commander
‘‘show the flag’’ during squadron visits, cadet activities, award ceremonies, and wherever a senior presence could
be helpful.

7. Pre-Approval Screening & Document Review. When HAAs, Spaatz exam requests, COY nominations,
SOM/SOD selections, and other work requires the commander’s signature, the DCP reviews it first with a
critical, program manager’s eye, and recommends approval / modification / or disapproval. Command support
also extends to the policy sphere. When higher headquarters asks for proposed policies and draft products to be
reviewed, the DCP performs that staff work.

8. Service Recovery & Parent / Squadron Mediation. If parents complain of poor service from local leaders or
that their cadet has been treated unfairly, the DCP should be available as a mediator and senior leader who can
speak authoritatively about CAP’s program standards. The DCP should assist with service recovery, the process
of converting a previously dissatisfied customer into a loyal customer, as discussed in TLC Intermediate.

9. Disciplinarian Role. For instances of significant cadet misconduct, the DCP is an action officer and CAP’s
preferred final disciplinarian, helping the commander resolve the matter in a way that promotes accountability,
learning, and behavioral change, per the guidelines on progressive discipline in CAPR 60-1, 3.5.

10. Cadet Protection. The DCP is the wing’s resident expert on ‘‘how to’’ fulfill CPP standards. He or she
ensures CPP standards are adequately monitored during all activities where cadets are present, and for wing
activities, reviews operating plans to ensure adequate adult supervision. When boundary concerns arise, the DCP
back-briefs the commander, and generally the DCP is alert to any significant CPP-related problems warranting a
leadership response.

11. Leadership in Safety & Risk. No one understands cadet environments better than the DCP. Accordingly, in
cooperation with wing safety, the DCP identifies hazards at cadet activities during the planning cycle and brings
his or her knowledge of that activity environment to discussions on how to mitigate risks to cadets and staff. As a
related responsibility, the DCP should take advantage of any teachable moments where cadets might learn about
risk management principles as the activity transpires. DCPs back-up wing safety by helping ensure local leaders
are implementing safety controls at cadet activities (clothing, equipment, pre-training, reporting, etc.). Upon the
activity’s conclusion, the DCP (and/or project officers) again bring a CP expertise to discussions about the
successes or shortcomings of the safety controls the activity used. Finally, if ever mishaps, injuries, or accidents
occur at cadet-related activities, the DCP participates with wing safety in the mishap review.
CAPP 60-11 CP Officer Handbook, October 2021 53

5.2 SQUADRON COMMANDER (cadet & composite squadrons)

Deputy Commander for Cadets (composite squadrons)
Deputy Commander (cadet squadrons)

Every cadet unit requires one senior member to be the driving force behind its Cadet Program. In most units, that
individual will be either the squadron commander (especially in cadet squadrons) or the deputy commander for
cadets (in composite squadrons). This leader oversees all cadet-related operations, directs the other Cadet
Programs Officers, selects and mentors the cadet staff, develops partnerships with parents, and takes overall
responsibility for the success of the unit’s Cadet Program. Ideally, this individual will possess an advanced rating
in the Cadet Programs Officer Specialty Track, but more than one mom or dad having been ‘‘drafted’’ into this
role has succeeded and enjoyed their time supporting cadets, despite their lack of experience. Squadron com-
manders and their deputies need to be familiar with virtually all cadet-related publications. New commanders
and deputies should focus on those publications included in the Technician Rating and Senior Rating reading lists
found in part 1.2 of this guide.

Time Commitment

Any of the three positions listed above would be a good position for an individual who wants to serve as the
unit’s #1 leader for all matters affecting cadets, and is willing to volunteer to attend nearly every weekly meeting
and special weekend activity.

Key Duties & Best Practices

1. Protect the Cadets. The commander’s and deputy’s most important responsibility is to protect the cadets’
safety. They do this by ensuring the squadron operates according to Cadet Protection Policy standards of
practice, ensuring cadets receive safety briefings prior to every cadet event with significant risks, and fulfilling all
other CPP and safety program responsibilities.

2. Establish Goals. As the squadron’s key Cadet Programs Officer, the commander or deputy establishes goals
for the unit’s Cadet Program. As with any enterprise, this key leader should consult with all stakeholders --- fellow
senior members, cadet officers, and members of the cadet corps --- before establishing short, medium, and long-
range goals for the unit. These goals should be designed so as to help cadets become well-rounded in all four
elements of the Cadet Program. For more on creating, following-through with, and evaluating ‘‘smart goals’’ in
cooperation with ranking cadets, see CAPP 60-31, Cadet Staff Handbook.

3. Direct & Train Cadet Programs Officers. The squadron commander or deputy serves as the immediate
supervisor of the other Cadet Programs Officers. This includes approving training plans developed by those
officers, coordinating their efforts, and evaluating their programs and recommending ways to improve them.
Further, the commander and/or deputy should train and develop the adults who have volunteered to support the
cadets, via this specialty track guide.

4. Supervise & Mentor the Cadet Staff. It is the squadron commander or deputy who serves as the immediate
supervisor of the cadet commander or ranking cadets (who might be lowly element leaders if the unit is new or
rebuilding). As such, this officer designs the structure of the cadet staff, based on the cadet corps’ readiness to
lead, briefs the ranking cadets on what is expected from them, and mentors them throughout their time on staff.
These principles are discussed in depth in CAPP 60-31.
54 CAPP 60-11 CP Officer Handbook, October 2021

5. Draft and/or Approve Meeting Schedules. Every cadet event needs to be well planned. The commander or
deputy drafts and/or approves detailed schedules for weekly meetings and special weekend events. Additionally,
this officer should ensure that the unit has a general schedule listing the major events for the year, as well as a
schedule for the quarter. If the unit has cadet officers on its staff, the schedules should be drafted by them and
approved by the deputy or commander. An optional tool is CAPF 60-83, Squadron Meeting Planner. Also see
CAPP 60-31 for a discussion about the meeting planning process.

6. Approve Promotions & Awards. All cadet promotions and awards require the approval of the unit com-
mander or deputy. Because of this responsibility, the commander or deputy should be involved in the leadership
feedback (CAPF 60-90) process, in cooperation with the leadership education officer, as described below. The
commander or deputy should preside over award ceremonies, congratulating the cadets for their efforts in a
timely manner.

7. Liaise With Group or Wing Headquarters. The commander and deputy work together in representing the
unit’s needs at group or wing headquarters. Moreover, whoever serves as the unit’s key Cadet Programs Officer
should develop a good working relationship with the group or wing Director of Cadet Programs. This includes
keeping abreast of news affecting upcoming cadet events sponsored by higher headquarters, passing that infor-
mation on to the cadets, encouraging them to participate, and helping them arrange carpools, etc.

8. Manage the Curry Blues Voucher. The commander or designee is needed to make cadets aware of the Curry
Blues Voucher. In some units, this responsibility is assigned to the logistics or supply officer.

9. Partner With Parents. As the principal Cadet Programs Officer in the unit, the commander or deputy is the
individual whom parents will gravitate to with their concerns. It is up to the commander or deputy to keep par-
ents informed, maintain a web-based calendar of cadet events, help resolve problems that arise, and pro-actively
build good partnerships with them. Some units find it helpful to create a parents’ committee, a booster club that
reaches out to parents of new cadets. For more on parent relations, see CAPP 60-12, Parents’ Guide to the CAP
Cadet Program.

5.3 LEADERSHIP EDUCATION OFFICER

One of the most visible Cadet Programs Officers on the staff, the leadership education officer is an instructor, a
mentor, and a program manager. This officer conducts classroom training, monitors the cadets’ performance on
the drill field and their wear of the uniform, mentors cadets informally and during feedback meetings, and is the
principal officer in charge of the Cadet Great Start program. It is not necessary for this officer to be a former
cadet or come from a military background, but a willingness to become an expert in the military aspects of cadet
life is essential. Leadership Education Officers need to be familiar with the following publications:

CAPM 39-1, CAP Uniform Manual

CAPR 60-1, Cadet Program Management, (chapters 1-5)
CAPP 60-31, Cadet Staff Handbook
CAPP 60-32, Cadet Staff Duty Analysis Guide
CAPP 60-33, Drill & Ceremonies Manual
CAPF 60-90 series, Leadership Feedback
Learn to Lead textbook and curriculum guide
CAPP 60-11 CP Officer Handbook, October 2021 55

Time Commitment
This is a good position for a volunteer who wants to serve as one of the squadron’s key Cadet Programs Officers,
attending meetings every week and most unit activities.

Key Duties & Best Practices

1. Train & Educate Cadets. The leadership education officer develops leadership skills in cadets through
classroom education, hands-on activities, and mentoring. This officer is responsible for ensuring cadets are
instructed in drill and ceremonies, wear their uniform properly, practice military customs and courtesies, and
learn the academic concepts discussed in the cadet textbook. (Cadet officers and NCOs should be used as
instructors, under this officer’s supervision.) Further, in coordination with the squadron staff, the leadership
education officer oversees cadet officers as they complete Staff Duty Analysis service, technical writing assign-
ments, and oral presentations. In some units, this officer’s curriculum responsibilities include fitness training and
testing.

2. Mentor the Cadet Staff. The leadership education officer monitors and guides the cadet staff’s decision-
making processes, helping ranking cadets develop their potential to lead while simultaneously ensuring that they
fulfill the junior cadets’ training needs. This officer implements and/or oversees leadership feedback meetings
using the CAPF 60-90 series to assist the unit commander in evaluating promotion-eligible cadets. In some
units, the leadership education officer will also assist the commander in managing the operational aspects of
cadet life by reviewing meeting schedules drafted by cadet officers, assigning cadets to instructional duties, and
quality checking training plans developed by the cadet staff.

3. Mentor Cadets. In support of the cadets’ achievement tests, Cadet Interactive modules, and milestone
award exam programs, the leadership education officer should mentor cadets who are having difficulty passing
tests. This can be accomplished by personally mentoring cadets and/or working with cadet officers and NCOs.

4. Manage the Cadet Great Start Program. The leadership education officer is responsible for transforming
prospective cadets into cadet airmen through the Cadet Great Start program. This includes launching the initial
plans for Cadet Great Start, coordinating with other Cadet Programs Officers affected by the program, preparing
the cadet staff to take a leadership role as instructors and mentors, and serving as the unit’s expert on the Cadet
Great Start curriculum.

5.4 AEROSPACE EDUCATION OFFICER

The aerospace education officer’s mission is simple: develop in cadets an enthusiasm for aviation, space, and
technology. AEOs do not need to be pilots; they can be mere aerospace enthusiasts with a willingness to share
their excitement with cadets. The AEO conducts classroom training, leads hands-on aerospace activities,
mentors cadets, organizes aerospace outreach events, and manages the cadet orientation flight program. AEOs
need to be familiar with the following publications:

CAPP 15, Aerospace Education Officer’s Handbook

CAPP 52-7, Cadet Orientation Flight Syllabus
CAPR 60-1, Cadet Program Management, (chapters 1 through 5)
CAPR 50-1, CAP Aerospace Education Mission
Aerospace Dimensions (7 modules with leader guide & student guide)
56 CAPP 60-11 CP Officer Handbook, October 2021

Aerospace: The Journey of Flight, with teacher guide

Stem Kit Programs and related activity guides

Time Commitment

This is a good position for a volunteer who wants to serve for two or three meetings per month plus an occas-
ional Saturday or more.

Key Duties & Best Practices

1. Teach & Inspire Cadets. The AEO shares his or her enthusiasm for aviation, space, and technology with
cadets, acting as a classroom teacher or activity leader. AEOs need a working knowledge of the topics covered in
the cadets’ textbooks, especially the Aerospace Dimensions modules. But more than leading the occasional lecture
to explain an aerospace concept, the AEO should lead hands-on activities using the dozens of activity resources
available through the CAP website, especially the Stem Kit Program. AEOs should also work with cadet officers
and NCOs, giving them opportunities to serve as aerospace instructors.

2. Mentor Cadets. In support of the cadets’ achievement tests, Cadet Interactive modules, and milestone
award exam programs, the AEO should mentor cadets who are having difficulty passing tests. This can be
accomplished by personally mentoring cadets and/or working with cadet officers and NCOs.

3. Lead Outreach Activities. As ‘‘dynamic Americans and aerospace leaders,’’ CAP cadets are poised to share
their knowledge of and enthusiasm for aerospace with the general public. The AEO should plan aerospace
outreach activities, such as having cadets lead Cub Scouts in hands-on AEX projects, inviting young people to the
cadets’ model rocket launches, supporting static displays at airshows, etc.

4. Manage the Cadet Orientation Flight Program. Of course, the best part of aerospace education is flying.
The AEO coordinates cadet orientation flights with wing headquarters, which is responsible for developing a plan
that serves the squadrons. It is especially important that the AEO arrange for new cadets to receive their first
flight as soon as possible after joining. See CAPP 52-7, Cadet Orientation Flight Syllabus, for details.

5.5 FITNESS EDUCATION OFFICER

The fitness education officer is responsible for ensuring the cadet fitness program is implemented success-
fully. This officer teaches the skills and knowledge that cadets need to live physically active, healthy lives.
They conduct classroom training, monitor the cadets’ performance in physical fitness activities, mentor cadets
informally, assist with goal setting and assessment, and organize cadet fitness activities. Overall, they work to
help cadets attain a healthy level of fitness and prepare them for an active life. Fitness officers do not need to
be elite athletes, but should model an active lifestyle for cadets. Fitness officers need to be familiar with the
following publications:

CAPR 60-1, Cadet Program Management (chapters 1, 2, and 5)

CAPP 60-50, Active Cadet Fitness Guide
CAPP 1-10, Suggest Best Practices for Including Individuals With Special Needs
CAPP 60-11 CP Officer Handbook, October 2021 57

Time Commitment
This is a good position for a volunteer who wants to serve for one or two meetings per month plus an
occasional Saturday or more.

Key Duties & Best Practices

1. Teach & Inspire Cadets. The FEO shares his or her enthusiasm for fitness and nutrition, acting as a class-
room teacher or activity leader. By teaching cadets about healthy lifestyles and exposing them to different
sports, games and exercises the FEO aims to support lifelong healthy and physical activity.

2. Manage the Fitness Program. Units are required to offer at least one hour of fitness programing each
month, with most of the time spent doing moderate to vigorous physical activity. Cadet NCOs should lead the
majority of the cadet fitness activities and classes. The FEO will set the standards for the fitness program and
help coach the NCOs to be as hands-on as possible with their experience level. The FEO should require new
NCOs to provide a detailed outline before they teach a class and demonstrate a strong understanding of the
fitness activity before they lead it. As cadets gain more experience they’ll need less direct oversight, but the FEO
remains the person responsible for ensuring the fitness program is delivered appropriately to cadets.

3. Mentor Cadets. Every cadet will have different fitness goals. The FEO will help cadets set their fitness
goals appropriately and create their plans to reach them. Encourage cadets to use the S.M.A.R.T. goal setting
process (see CAPP 60-31, Cadet Staff Handbook) and track their progress. FEOs will encourage the discussion
of fitness goals during leadership feedback meetings and promotion review board. Note that the process of
setting the goal and working diligently to attain it is more important than whether the goal is met. The FEO will
help to recognize cadets’ fitness achievements and encourage those who are struggling.

4. Lead Outreach Activities. The FEO will look beyond the squadron into the local community and wing.
Encourage squadron participation in local fitness events, such as bike races or fun runs. The squadron might
also volunteer to work at these events, assisting with parking, water stops, etc. to support fitness in their local
community. The FEO may also help to organize wing or group cadet fitness events, such as a Wing Ironman
challenge or Cadet Olympics.

5. Conduct Fitness Assessments. Conduct the CPFT fitness assessment quarterly, or more frequently as
necessary, to assist cadets in measuring their fitness. The FEO will be familiar with the testing protocols of
CAPP 60-50 and instruct cadets how to perform the exercises. After the assessment, the FEO will ensure that
the cadets’ results are recorded in eServices.

5.6 CHARACTER DEVELOPMENT INSTRUCTOR (or Chaplain)

The character development instructor helps cadets grow in their understanding of and commitment to the CAP
Core Values. This is accomplished through direct instruction during monthly character forums, by employing a
technique called the schoolhouse weave, and through ongoing mentoring in a squadron, encampment, or activity
setting. Character development instructors need to be familiar with the following publications:

CAPR 60-1, Cadet Program Management, (chapters 1 through 5)

Values for Living 2.0 Lesson Library (www.gocivilairpatrol.com/character)
USAF Core Values Guru’s Guide (available in the character section in the online cadet library)
58 CAPP 60-11 CP Officer Handbook, October 2021

Time Commitment
This is a good position for a volunteer who wants to serve for one or two meetings per month or more.

Key Duties & Best Practices

1. Orientation & Cadet Wingman Course. The CDI ensures new cadets receive an introduction to the Core
Values through the Cadet Wingman Course. The lessons imparted during this experience provides a foundation
for future Core Values growth, while also fulfilling objectives in CPP and safety training.

2. Lead Character Forums & Activities. The CDI’s primary duty is to lead monthly character development
forums. These forums are conducted using the Values for Living 2.0 Lesson Library. Forums are discussion-based
activities where cadets discover how the Core Values apply to everyday challenges affecting cadets and teens.
CDIs also serve as instructors or activity leaders when cadets participate in other character development
activities beyond the monthly forums.

3. Mentor Cadets. Character education is not limited to the classroom. The CDI should observe cadets in
action and monitor how they handle Core Values issues. As such, the CDI needs to be a mentor who contin-
uously and proactively works with individual cadets, not merely a discussion leader during the monthly forums.

4. Advance the Wingman Concept. The wingman concept is the Air Force version of the buddy system (see
3.2). Wingmen are peers who, taking inspiration from the Core Values, look out for one another’s physical,
mental, and social well-being. The CDI is a leader who helps make the cadet wingman concept a reality in the
squadron or at an encampment or activity. Each cadet should be matched with a wingman for peer support, via
formal assignment, or simply by allowing wingman relationships to develop organically among friends. The
wingman program enables cadets to be more successful in aligning their actions with the Core Values than they
otherwise would be if not for peer support from a wingman. When mentoring cadets, CDIs should include the
cadet’s wingman, when appropriate, to underscore the wingman’s potential as a peer resource, and to emphasize
the wingman’s responsibility to look out for the other’s well-being.

5. Employ the ‘‘Schoolhouse Weave.’’ The Air Force’s Core Values strategy recognizes that the Core Values
cannot be islands unto themselves. They need to be woven into all courses, all jobs, and all facets of Air Force
life. Likewise, CDIs should look for opportunities to help cadets see Core Values in the context of whatever
activity they are doing on a given day. For example, if cadets are participating in a compass course, the CDI could
take a moment to discuss how the Core Values relate to CAP’s emergency services mission. For more on the
‘‘schoolhouse weave,’’ see the USAF Core Values Guru’s Guide.

6. Support the CAP Chaplains’ ‘‘Ministry of Presence.’’ Although CDIs are not clergy who provide confidential
counseling, they can assist CAP chaplains in their ‘‘ministry of presence.’’ Simply by attending cadet activities,
being accessible to cadets, and becoming known as one of the best listeners and most supportive adults on the
staff provides a valuable service to cadets.

5.7 TESTING OFFICER

The testing officer manages the unit’s achievement test and milestone award exam programs. This includes
controlling the inventory of test materials, administering the tests to cadets, correcting tests, updating cadets’
personnel records, and providing cadets with meaningful feedback after they complete their tests. In some units,
CAPP 60-11 CP Officer Handbook, October 2021 59

the testing officer also administers cadet physical fitness tests. Testing officers need to be familiar with the
following publications:

CAPR 40-2, Test Administration & Security (especially sections 6-8)

CAPR 60-1, Cadet Program Management (chapter 5)
CAPP 1-10, Suggested Best Practices for Including Individuals With Special Needs (sections 4-6, & 12)
CAPVA 60-100, Cadet Super Chart

Time Commitment
This is a good position for a volunteer who wants to serve one or two meetings per month or more.

Key Duties & Best Practices

1. Know Which Tests Cadets Need. The first step in being a good testing officer is knowing which tests cadets
need to pass to earn their next promotion. The Cadet Super Chart and/or the Stripes to Diamonds webpage is a
handy reference.

2. Monitor Online Testing Programs. Cadets may attempt their Cadet Interactive modules and achievement
tests online anywhere, anytime, because they are open-book. Cadets may attempt closed-book milestone exams
online, at the squadron, under your close supervision. The testing officer’s role is to use eServices to monitor
each individual cadet’s performance on these Cadet Interactive modules and online achievement tests and
exams. In this sense, the testing officer is a coach or mentor for cadets as they attempt tests at their own pace.
Additionally:

• New cadets may need assistance in getting started with online tests and Cadet Interactive modules, so it helps
if the testing officer is able to help cadets register for an eServices account and log-in to the test software.
• The testing officer needs to ensure cadets don’t fall through the cracks by not testing on a regular basis or by
failing a particular test multiple times. Various reports are available in eServices to help testing officers in
this regard.

• The testing officer should function as a tutoring coordinator so that those cadets who need help with the
academics receive it.

• For specifics about online testing, see the Cadet Tests & Exams homepage.

3. Manage Paper-Based Tests & Exams. Testing officers download, inventory, secure, administer, score,
record, and review paper-based tests and exams.

When Hard Copy Tests & Exams May Be Needed. Ideally, squadrons should have no need for paper-based
exams because they’ll use the online testing system. In reality though, if the squadron lacks internet access, you’ll
need to administer milestone award exams via hard copy. If a cadet lacks internet access at home, and the
squadron lacks internet access as well, that cadet’s only remaining option may be to attempt tests via hard copy.
Further, if a cadet has been granted an accommodation for a written test (e.g., extra time, someone to read the
questions aloud, etc.) due to a learning disability, the test will need to be administered via hard copy to circum-
vent the pre-set time limits and other restrictions with the online system.
Hard Copy Inventory & Security. Upon appointment, the testing officer should inventory all tests and exams in
the unit’s files. Unless a test or exam is in use, the testing officer is responsible for ensuring it is filed away and
kept under lock and key.
60 CAPP 60-11 CP Officer Handbook, October 2021

Test Environment. Regarding the testing environment, the testing officer should provide the cadets with a quiet
place to test. Because many tests and exams are closed book, the testing officer should seat cadets such that no
one is tempted to cheat.

Scoring & Recording Results. Scoring tests and exams by hand can be a labor-intensive process. Therefore, it is
suggested that testing officers schedule testing for the first portion of a weekly meeting, leaving them ample time
to score the tests and present the cadets with their results before dismissal. Results from paper tests necessarily
need to be manually recorded in eServices. Upon passing paper-based tests, cadets are to correct them to 100%,
open-book. The testing officer’s role is to ensure each cadet completes this task, and if necessary, to help the
cadet better understand the material.

4. Assist Special Needs Cadets. If a cadet has special educational needs, the testing officer confers with the
parent, and if necessary, recommends testing accommodations to the squadron commander. This is authorized
by CAPR 60-1, 5.4.1.5. Authorized best practices are discussed in CAPP 1-10.

5. Avoid Appearances of Impropriety. A testing officer cannot administer or score a test for a member of his or
her family, unless no other senior member is available to do so.

6. Appoint an Assistant. Each unit should have at least two testing officers --- a primary and an assistant. Large
units will want to have a handful of assistants. It is especially important that the cadets be able to test if the
primary testing officer is unable to attend the meeting.

5.8 CYBER EDUCATION OFFICER

The cyber education officer is an optional position for units that wish to place extra emphasis upon the cyber-
related aspects of cadet life. Alternatively, the cyber function may be staffed by the unit aerospace education
officer. Cyber education officers facilitate and monitor cyber education within the local unit. This officer is also
responsible for liaising with the wing cyber programs officer to report on unit cyber programs activities, assist in
the identification of cyber competition coaches and mentors, and assist in implementation of cyber program
initiatives including assisting the aerospace education officer with the cyber education modules in the cadet
curriculum. Cyber education officers need to be familiar with the following publications:

CAPR 60-1, Cadet Program Management, (chapters 1, 8, and 9)

CAPR 50-1, CAP Aerospace Education Mission
Resources at https://cyber.cap.gov/

Time Commitment
This is a good position for a volunteer who wants to serve for one meeting per month plus an occasional
Saturday or more.

Key Duties & Best Practices

1. Instructional Duties. The cyber education officer is an instructor and subject matter expert. He or she should
be a resource to the unit on all cybersecurity related topics covered in cadet aerospace education texts.
CAPP 60-11 CP Officer Handbook, October 2021 61

2. Cyber Activities. Cyber education officers organize local activities such as tours of industry sites having a
significant presence in the cyber domain. Further, they promote cyber activities conducted above squadron level
and steer cadets who are interested in cyber toward cyber-related National Cadet Special Activities.

3. Cyber Competitions. The cyber education officer serves as the coach of squadron-level teams at Cyber
Patriot (or similar competition programs). Squadron-level officers should coordinate with their wing-level
counterparts if starting a new team from scratch, and to track unit participation in the program.

4. Program Leadership. Because the cyber domain is new to CAP, cyber education officers are needed to take
a leadership role in growing the program. They assist the unit in identifying solutions to existing or emerging
problems and opportunities in the area of cyber programs and liaise with the wing cyber programs officer on
execution. A highly successful cyber education officer will create a plan of action for the squadron’s cyber
programs and activities annually.

5.9 RECRUITING & RETENTION OFFICER

The recruiting and retention officer leads the squadron’s effort to recruit new members and retain existing
members. In a Cadet Programs context, the RRO assists the unit commander in creating a systematic process for
publicizing the CAP Cadet Program locally, generating excitement among prospective cadets, providing them
with an orientation (preferably using Cadet Great Start), and converting those youth into cadets via the CAP
membership process. Moreover, the RRO monitors cadets’ participation, ensures that absent cadets are
contacted and invited to become more active in CAP, and reminds cadets to renew their memberships and/or
learn why they are choosing to leave CAP. RROs should familiarize themselves with the following publications:

CAPF 12, Application for Senior Membership

CAPF 15, Application for Cadet Membership / Online Cadet Membership Application
CAPR 39-2, CAP Membership
CAPP 60-12, Parents’ Guide to the CAP Cadet Program
CAPP 60-14, First Talk Guide
CAPP 60-21, Cadet Great Start
Curry Blues Voucher
Cadet Encampment Assistance Program

Time Commitment
This is a good position for a volunteer who wants to serve for two meetings per month, or more. In many ways,
this position lends itself to serving from home / outside the normal meeting time.

Key Duties & Best Practices

Publicity & Outreach. The recruiting and retention officer coordinates the unit’s publicity and outreach efforts.
This typically includes publicizing and organizing open houses, conducting social media campaigns, providing
fliers for cadets to post in their schools and community centers, and organizing and staffing recruiting booth
activities at major community events such as airshows and fairs. The RRO should also make contact with area
military recruiting offices to ensure personnel there know that they can refer their prospects to the local CAP
squadron.
62 CAPP 60-11 CP Officer Handbook, October 2021

Orientation & Great Start. The RRO should help the squadron implement the Cadet Great Start program. While
RROs should not be made responsible for implement the actual Cadet Great Start program content, they are
excellent resources for conducting the squadron open house that kicks-off the program, and conducting the
parents’ orientation. Further, RROs should ensure that every prospective cadet is matched with a wingman or
mentor who can help them get started as a cadet.

Attendance & Follow-Up Contact. RROs actively monitor cadet participation in weekly meetings and local
activities. They take attendance (or work with a cadet who is assigned this task) and ensure that cadets who
have been absent without notice are contacted by someone in the unit as a check-up opportunity.

Renewals & Separations. RROs actively monitor membership rosters, making note of when individuals’ renewals
come due. They should make contact with cadets whose membership is about to lapse and encourage them to
renew and/or respond constructively to any challenges or unsatisfactory experiences the cadet expresses.

5.10 SPECIAL PROJECT OFFICERS (as needed)

Units may choose to assign major, high profile projects to a special project officer instead of one of the
‘‘permanent’’ staffs officers listed above. Some projects that might warrant this special attention include: drill
team, color guard, honor guard, Wreaths Across America, cadet open house, annual awards banquets, etc.

Time Commitment
These are good positions for volunteers who wants to support a relatively short-term activity that has a clear
beginning and end.
CAPP 60-11 CP Officer Handbook, October 2021 63

Part 6 SPECIALTY TRACK RATING REQUIREMENTS

Contents
6.1 Technician Rating

6.2 Senior Rating

6.3 Master Rating

Specialty track requirements are listed on the next few pages.

64 CAPP 60-11 CP Officer Handbook, October 2021

6.1 TECHNICIAN RATING

Knowledge Requirements
Objective: Identify the key goals, standards, and/or processes involved in each of the topics below.
CP Elements, Traits, & Outcomes Publication Section Date Completed
1 -- Mission CAPR 60-1 1.5 _________________
2 -- Key Traits of Cadet Life CAPR 60-1 1.6 _________________
3 -- Program Elements CAPR 60-1 1.9 _________________
4 -- Program Phases CAPR 60-1 1.10 _________________
CP Officer Roles & Responsibilities
5 -- Unit Commander or Deputy CAPP 60-11 5.2 _________________
6 -- Leadership Education Officer CAPP 60-11 5.3 _________________
7 -- Aerospace Education Officer CAPP 60-11 5.4 _________________
8 -- Fitness Education Officer CAPP 60-11 5.5 _________________
9 -- Character Development Instructor CAPP 60-11 5.6 _________________
10 -- Testing Officer CAPP 60-11 5.7 _________________
11 -- Cyber Education Officer CAPP 60-11 5.8 _________________
12 -- Recruiting & Retention Officer CAPP 60-11 5.9 _________________
Adult Leadership & Safety
13 -- Hot and cold weather training - basic concept CAPR 60-2 2.6.12, 2.6.13 _________________
14 -- High Adventure Activity - basic concepts CAPR 60-2 2.7 _________________
15 -- Physical fitness categories - basic concept CAPR 60-1 3.2 _________________
16 -- Messages to parents CAPP 60-12 NA _________________
Cadet Advancement
17 -- Cadet membership eligibility & process CAPR 60-1 3.4.1.1 _________________
18 -- Basic structure CAPR 60-1 5.1 _________________
19 -- Promotion authority CAPR 60-1 5.2.1 _________________
20 -- General pre-requisites CAPR 60-1 5.2.3 _________________
21 -- Cadet textbooks CAPR 60-1 5.3 _________________
22 -- Online achievement tests CAPR 60-1 5.4.1.1.1 _________________
23 -- Milestone award exams CAPR 60-1 5.4.1.3 _________________
24 -- CPFT events & basic standards CAPR 60-1 5.4.5 _________________
25 -- Time in grade CAPR 60-1 5.6.2 _________________
26 -- Promotion eligibility scenarios with OJT CAPVA 60-100 NA _________________
27 -- Feedback meetings, CAPF 60-90 - basic concepts CAPR 60-1 5.7 _________________
Squadron meetings & activities
28 -- Duration & frequency CAPR 60-1 4.3 _________________
29 -- Monthly content requirements CAPR 60-1 Table 4.2 _________________
30 -- Squadron Weekly Meeting Planner CAPF 60-83 NA _________________
31 -- Weekend activities CAPR 60-1 4.3.3 _________________
32 -- Activity calendars CAPR 60-1 4.3.2.1 _________________
CAPP 60-11 CP Officer Handbook, October 2021 65

Cadet Staff Roles & Responsibilities

33 -- Element leader CAPP 60-31 App. 1 p.39 _________________
34 -- Flight sergeant CAPP 60-31 App. 1 p.41 _________________
35 -- Flight commander CAPP 60-31 App. 1 p.45 _________________
36 -- Cadet commander CAPP 60-31 App. 1 p.49 _________________
Cadet Support & Administration
37 -- Cadet Great Start - basic concept CAPR 60-1 3.1 _________________
38 -- Parent orientation CAPR 60-1 3.1.2 _________________
39 -- Cadet Packet Program CAPR 60-1 5.3; Web _________________
40 -- Cadet uniform requirements CAPR 60-1 3.1.6 _________________
41 -- Curry Blues Voucher CAPR 60-1 3.1.6.4 _________________
42 -- Cadet records - basic concept CAPR 60-1 3.3 _________________
43 -- Cadet attendance expectations CAPR 60-1 3.4.1 _________________
Quality Cadet Units
44 -- Basic concepts CAPR 60-1 6.6.3; web _________________
45 -- Award criteria CAPR 60-1 6.6.3; web _________________

Performance Requirements
Objective: Demonstrate proficiency in CP Officer skill areas by completing the tasks below
46 Interview 2 new cadets, learn reasons for joining; document findings via a 1-page outline & share with OJT _________________
47 Interview 2 cadets in their second year or beyond; learn reasons for remaining cadets; document via a
1-page outline and share with OJT mentor _________________
48 Review any two chapters of Learn to Lead; draft 1-page outlines for each and discuss with OJT mentor _________________
49 Review any module in Aerospace Dimensions; draft a 1-page outline and discuss with OJT mentor (see 1.1) _________________
Complete any 5 of the 7 tasks below
50 Administer (or assist) a cadet drill and ceremonies performance test _________________
51 Administer (or assist) during a CPFT session _________________
52 Observe a cadet Character Development forum or Cadet Wingman Course _________________
53 Complete a cadet interactive module for the purpose of familiarizing yourself with the process _________________
55 Observe or participate in a cadet leadership feedback meeting; review a completed CAPF 60-90 series _________________
56 Assist in entering data and downloading reports in the Cadet Promotions Application _________________
57 Review the unit's QCUA report and draft a 1-page list of recommended actions to OJT mentor _________________
Ancillary Courses & Test Requirements
58 Complete Level I of the CAP Senior Member Education and Training Program (includes CPP Basic) _________________
59 Complete TLC Basic Course _________________
60 Pass the online CP Officer Technician Rating test, which is based on the Knowledge Requirements above _________________

Service Requirements
61 Serve 6 months as an assistant staff officer in any CP-related role listed in section 2.2 _________________

Summary Conversation
61 After completing all above requirements, discuss training topics of interest with OJT mentor _________________
6.2 SENIOR RATING
Candidate's Name (Last, First)

CAP Grade CAPID Unit Charter #

66 CAPP 60-11 CP Officer Handbook, October 2021

6.2 SENIOR RATING

Knowledge Requirements
Objective: Identify the key goals, standards, and/or processes involved in each of the topics below.
CP Elements, Traits, & Outcomes Publication Section Date Completed
1 -- Horizontal Curriculum Maps CAPP 60-11 2.6 _________________
2 -- Independent Study CAPR 60-1 1.8.2 _________________
CP Officer Roles & Responsibilities
3 -- Cadet Sponsor Members CAPR 60-1 2.2.4 _________________
4 -- TLC requirements CAPR 60-1 2.3.2 _________________
5 -- Program news, updates CAPP 60-11 2.5, web _________________
Adult Leadership & Safety
6 -- Self-medication, drugs, alcohol, energy drinks CAPR 60-2 2.3 _________________
7 -- Hot and cold weather training, in-depth CAPR 60-2 2.6.12, 2.6.13 _________________
8 -- Fitness categories, in-depth CAPR 60-1 3.2 _________________
9 -- Restrictions on prospective cadets CAPR 60-1 3.1.3 _________________
10 -- Progressive discipline CAPR 60-1 3.5 _________________
11 -- CPP best practices, training intensity CAPP 60-15 Part 2 _________________
Cadet Advancement
12 -- Special needs cadets CAPR 60-1 5.4.1.5 _________________
13 -- SDA grading CAPR 60-1 5.4.4 _________________
14 -- Essay and speech grading CAPR 60-1 5.4.3 _________________
15 -- CPFT Phase I rules CAPR 60-1 5.4.5.2 _________________
16 -- CPFT for medically restricted CAPR 60-1 5.4.5.4 _________________
17 -- CPFT for inclement weather CAPR 60-1 5.4.5.5 _________________
18 -- Cadet Wingman Course CAPR 60-1 5.4.6.1 _________________
19 -- Encampment, RCLS/COS as advancement reqs. CAPR 60-1 5.5.2, 5.5.3 _________________
20 -- Leadership feedback meeting - advanced CAPR 60-1 5.7.2 _________________
21 -- Sustaining a cadet in grade CAPR 60-1 5.7.3 _________________
22 -- Spaatz process at squadron CAPR 60-1 5.8.2 _________________
23 -- Accelerated promotions CAPR 60-1 5.6.2.3 _________________
24 -- Cadet award presentations CAPR 60-1 6.1 _________________
25 -- Demotions & terminations CAPR 60-1 3.6 _________________
26 --Honor Credit CAPR 60-1 5.4.1.4 _________________
Squadron Meetings & Activities
26 -- Cadet attendance tracking, retention CAPR 60-1 3.4.2 _________________
27 -- Check ride instructor model CAPP 60-11 3.11 _________________
28 -- Activity goals & evaluations CAPR 60-1 8.1.1 _________________
29 -- Uniforms at cadet activities CAPR 60-1 8.1.5 _________________
30 -- Activities at Other Units CAPR 60-1 8.1.3 _________________
31 -- NCSA overview CAPR 60-1 8.5.1; web _________________
32 -- Orientation flight overview CAPR 60-1 8.3; CAPP 60-40 _________________
33 -- CadetInvest overview CAPR 60-1 8.2; web _________________
34 -- Encampment goals CAPR 60-1 9.1 _________________
35 -- CEAP overview CAPR 60-1 9.2.7 _________________
36 -- Cadet Advisory Council, concepts CAPR 60-1 7.1 _________________
CAPP 60-11 CP Officer Handbook, October 2021 67

Cadet Staff Roles & Responsibilities

37 -- Design principles CAPR 60-1 4.1.1 _________________
38 -- Minimum grade requirements CAPR 60-1 Table 4.1 _________________
39 -- Scalable organization charts CAPP 60-31 App. 2 _________________
Cadet Support & Administration
40 -- Unit goals CAPR 60-1 4.2 _________________
41 -- Test inventory & security CAPR 60-1 5.4.1.7 _________________
42 -- Milestone award certificates CAPR 60-1 5.2.4 _________________
43 -- Activity & service ribbon opportunities CAPR 39-3 Sect. F _________________
44 -- Character program control, secular CAPR 60-1 5.4.6 _________________
45 -- Unit evaluation: QCUA, SUI, climate survey CAPP 60-11 2.5, Web _________________
46 -- Commander's Dashboard Web _________________

Performance Requirements
Objective: Demonstrate proficiency in CP Officer skill areas by completing the tasks below
47 Participate in an encampment as a member of the senior staff for at least 20 contact hours _________________
48 Review any two chapters of Learn to Lead; draft 1-page outlines for each and discuss with OJT _________________
49 Review any module in Aerospace Dimensions; draft a 1-page outline and discuss with OJT mentor _________________
50 Preflight, supervise, and mentor 2 cadet instructors using the check ride system (see 3.11) _________________
51 Participate in 3 leadership feedback meetings and endorse (or write) three CAPF 60-90s _________________
52 Plan 4 weekly squadron meetings using the CAPF 60-83, Squadron Meeting Planner; share the completed _________________
and discuss your work with the OJT mentor _________________
53 Review the unit's QCUA report and provide a 1-page list of recommended actions to OJT mentor _________________
Complete any 4 of the 8 tasks below
54 Administer two CPFT sessions _________________
55 Evaluate an SDA and provide feedback to the cadet _________________
56 Evaluate an essay and speech assignment and provide feedback to the cadet _________________
57 Demonstrate proficiency with the AXIS Learning Management System and Cadet Promotions _________________
58 Review the unit's annual goals and provide a 1-page list of recommended actions to OJT mentor _________________
59 Review the unit's cadet staff structure and provide a 1-page note to the OJT mentor justifying that

or recommending changes _________________

60 Participate in at least one national cadet programs webinar (live or on-demand) _________________
61 Assist with 2 different hands-on aerospace activities. (Stem kit, AEX, rocketry, cyber, etc.) _________________
Ancillary Courses & Test Requirements
62 Complete Level II of the CAP Senior Member Education and Training Program _________________
63 Complete CPP Advanced _________________
64 Complete TLC Intermediate Course _________________
65 Pass the online CP Officer Senior Rating test, which is based on the Knowledge Requirements above _________________

Service Requirements
66 Serve 12 months as a Technician-rated staff officer, serving in any CP role listed in section 2.2, with minimal _________________
supervision
Summary Conversation
67 After completing all above requirements, discuss training topics of interest with OJT mentor _________________

Candidate's Name (Last, First)

CAP Grade CAPID Unit Charter #

68 CAPP 60-11 CP Officer Handbook, October 2021

6.3 MASTER RATING

Knowledge Requirements
Objective: Identify the key goals, standards, and/or processes involved in each of the topics below.
CP Officer Roles & Responsibilities Publication Section Date Completed
1 -- DCP CAPP 60-11 5.1 _________________
2 -- Squadron visits CAPP 60-11 Part 3 _________________
3 -- Wing-level goals CAPR 60-1 4.2 _________________
4 -- Progressive discipline: leadership CAPR 60-1 3.5 _________________
5 -- CPP training requirements CAPR 60-2 Ch. 3 _________________
6 -- CPP enforcement for acute incidents CAPR 60-2 2.15 _________________
Adult Professional Development
7 -- Specialty Track management CAPP 60-11 Parts 1 & 6 _________________
8 -- TLC course management CAPR 60-1 2.3.2 _________________
9 -- Air Force expectations Statement of Objs. web _________________
10 -- Strategic Plan CAP Strategic Plan web _________________
11 -- HAA evaluation CAPR 60-2 2.7; web _________________
Cadet Advancement
12 -- Suggested best practices for special needs cadets CAPP 1-10
13 -- Spaatz process - approvals, proctors CAPR 60-1 5.8 _________________
14 -- Milestone award ceremonies CAPR 60-1 6.1 _________________
Wing Cadet Activities
15 -- Weekend activities CAPR 60-1 4.3.3.2 _________________
16 -- Orientation flight management CAPR 60-1, 8.3.1 CAPP 60-40; web _________________
17 -- NCSA mgt. CAPR 60-1 8.5.2; web _________________
18 -- CSA accreditation CAPR 60-1 8.5.3; web _________________
19 -- CAC program leadership CAPR 60-1 Ch. 7 _________________
20 -- Encampment operating policies CAPR 60-1, Ch. 9 CAPP 60-70, Part 2 _________________
21 -- Encampment curriculum CAPP 60-70 Part 5 _________________
22 -- Encampment metrics CAPP 60-70 Part 1 _________________
23 -- CadetInvest program management CAPR 60-1 8.2; web _________________
24 -- IACE and non-IACE exchanges CAPR 60-1 8.5.5 _________________
Cadet Support & Administration
25 -- Supplements and OIs to cadet regulations CAPP 60-1, 1.4 CAPR 60-2, 1.3 _________________
26 -- Waivers to cadet regulations CAPR 60-1, 1.3 CAPR 60-2, 1.3 _________________
Quality Cadet Units
27 -- Wing-level review, management web
_________________
CAPP 60-11 CP Officer Handbook, October 2021 69

Performance Requirements
Objective: Demonstrate proficiency in CP Officer skill areas by completing the tasks below
28 Serve as a project officer or activity director (or deputy) for a group or wing cadet activity
_________________
29 Serve on staff at a RCLS, second encampment, or NCSA / CSA
_________________
30 Review any two chapters of Learn to Lead, draft 1-page outlines for each and discuss with OJT mentor _________________
31 Review any module in Aerospace Dimensions, draft a 1-page outline and discuss with OJT mentor (see 1.1) _________________
Complete any 3 of the 6 tasks below
32 Serve on faculty at TLC
_________________
33 Visit 2 squadrons and share with your CC, CDC or mentor two best practices
_________________
34 Mentor 1 senior member in the CP Officer specialty track
_________________
35 Review QCUA data for the group or wing; identify opportunities for cooperation
_________________
36 Develop a 1hr. lesson or activity; obtain feedback from 2 Master Rated CP officers
_________________
37 Participate in at least one national cadet programs webinar (live or on-demand)
_________________
Ancillary Courses & Test Requirements
38 Complete Level III of the CAP Senior Member Education and Training Program _________________
39 Pass the online CP Officer Master Rating test, which is based on the Knowledge Requirements above _________________

Service Requirements
40 Serve 18 months as a Senior Rated officer in a supervisory CP role (CDC, CC, DCP, Asst DCP) _________________

Summary Conversation
41 After completing all above requirements, discuss training topics of interest with OJT mentor _________________

Candidate's Name (Last, First)

CAP Grade CAPID Unit Charter #

70 CAPP 60-11 CP Officer Handbook, October 2021

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CAPP 60-11 CP Officer Handbook, October 2021 71

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72 CAPP 60-11 CP Officer Handbook, October 2021