This session is designed to help yearbook advisers make the job easier and the publication better by looking at standards for journalism educators and sample formats for staff structure, production and grading. Other topics include building a staff culture and using some technology tools to improve the process.

1. Tuesday, July 9, 13

2. WHAT
WORKS,
WHAT DOESN’T
AND WHAT MIGHT
Ideas for every yearbook adviser
to make the job easier and the book better
presented by Sarah Nichols, MJE
Tuesday, July 9, 13

3. WHAT
WORKS,
WHAT DOESN’T
AND WHAT MIGHT
Ideas for every yearbook adviser
to make the job easier and the book better
presented by Sarah Nichols, MJE
@sarahjnichols #JEAai
Tuesday, July 9, 13

4. Tuesday, July 9, 13

5. WHY WE’RE
HERE TODAY
ADVISING CAN BE TIME CONSUMING
AND STRESSFUL.
Beginning
advisers
ask,
“How
can
I
do
that?”
Tuesday, July 9, 13

6. WHY WE’RE
HERE TODAY
ADVISING CAN BE TIME CONSUMING
AND STRESSFUL.
Beginning
advisers
ask,
“How
can
I
do
that?”
Emerging
advisers
ask,
“How
can
I
do
it
be;er?”
Tuesday, July 9, 13

7. WHY WE’RE
HERE TODAY
ADVISING CAN BE TIME CONSUMING
AND STRESSFUL.
Beginning
advisers
ask,
“How
can
I
do
that?”
Emerging
advisers
ask,
“How
can
I
do
it
be;er?”
Veteran
advisers
ask,
“How
can
I
make
it
easier?”
Tuesday, July 9, 13

8. Tuesday, July 9, 13

9. ADVISING
/AT A GLANCERESEARC
H
DESKTO
P
PU
BLISH
IN
G
G
RAPH
IC
DESIG
N
ADVERTISIN
G
TYPO
G
RAPH
Y
AP
STYLE
IN
TERVIEW
IN
G
DEADLIN
ES
TH
EM
E
DEVELO
PM
EN
T
ALTERN
ATIVE
C
O
PY
C
RITIC
AL
TH
IN
KIN
G
C
APTIO
N
S
PRO
BLEM
SO
LVIN
G
SEN
IO
R
PO
RTRAITS
TIM
E
M
AN
AG
EM
EN
T
SO
C
IAL
N
ETW
O
RKIN
G
IN
FO
G
RAPH
IC
S
C
O
VERAG
E
STRATEG
IES
H
EADLIN
ES
ETH
IC
AL
DEC
ISIO
N
S
C
O
LLABO
RATIO
N
EAC
E
DESIG
N
M
ARKETIN
G
IN
FO
RM
ATIO
N
G
ATH
ERIN
G
G
RAPH
IC
U
N
IFIERS
DIG
ITAL
M
AN
IPU
LATIO
N
IN
FO
G
RAPH
IC
S
EDITI
PH
O
TO
G
RAPH
Y
U
SER
Tuesday, July 9, 13

10. Tuesday, July 9, 13

11. STAFF
STRUCTURE
STANDARD FOR JOURNALISM EDUCATORS
Construct
and
u?lize
staff
organiza?onal
models
that
emphasize
responsibility,
risk-­‐taking
and
problem
solving.
Tuesday, July 9, 13

12. Tuesday, July 9, 13

13. STRUCTURE
/OPTIONS
Staffers
produce
the
book
in
order
week-­‐by-­‐week
using
two-­‐person
teams
(or
individually
for
small
staff).Week
1:
brainstorming,
repor?ng.
Week
2:
interviews.
Week
3:
photo
edi?ng,
design.
Week
4:
edi?ng,
submission.
Tradi?onal
editorial
board
oversees
all
produc?on:
EIC,
managing
editor,
copy
editor,
photo
editor,
design
editor.
Two
editors-­‐in-­‐chief;
each
oversees
one
group
(ex:
Maroon
and
Gold).
Students
in
Maroon
group
work
in
partner
teams
to
produce
pages.
Gold
group
does
the
same
on
a
different
deadline
schedule.
When
one
group
is
repor?ng,
the
other
is
using
computers
to
produce
pages.
They
alternate
based
on
new
pages
and
proof
correc?ons
but
never
have
the
same
deadline.
ALTERNATING CHRONOLOGICAL
Tuesday, July 9, 13

14. STRUCTURE
/OPTIONS
Staffers
produce
the
book
in
order
week-­‐by-­‐week
using
two-­‐person
teams
(or
individually
for
small
staff).Week
1:
brainstorming,
repor?ng.
Week
2:
interviews.
Week
3:
photo
edi?ng,
design.
Week
4:
edi?ng,
submission.
Tradi?onal
editorial
board
oversees
all
produc?on:
EIC,
managing
editor,
copy
editor,
photo
editor,
design
editor.
Sec?on
editors
or
experienced
staffers
each
oversee
a
group
of
students
to
produce
mul?ple
spreads
throughout
the
year.
Teams
generally
have
mul?ple
spreads
due
per
deadline
but
have
a
large
group
of
people
working
on
them
as
reporters,
photographers
and
writers.
Sec?on
editor
or
team
leader
oversees
design/edi?ng
and
reports
to
EIC.
Two
editors-­‐in-­‐chief;
each
oversees
one
group
(ex:
Maroon
and
Gold).
Students
in
Maroon
group
work
in
partner
teams
to
produce
pages.
Gold
group
does
the
same
on
a
different
deadline
schedule.
When
one
group
is
repor?ng,
the
other
is
using
computers
to
produce
pages.
They
alternate
based
on
new
pages
and
proof
correc?ons
but
never
have
the
same
deadline.
ALTERNATING CHRONOLOGICAL TEAMS
Tuesday, July 9, 13

15. Tuesday, July 9, 13

16. STRUCTURE
/SAMPLE
Sec?on
editor
is
on
editorial
board.
Students
work
in
pairs
(self-­‐selected)
to
produce
blended
chrono
spreads
(one
per
deadline).
Sec?on
editor
is
on
editorial
board.
Students
work
in
pairs
(self-­‐selected)
to
produce
blended
and
reference
sports
spreads
(one
per
deadline).
Each
has
a
sec?on
editor
but
not
on
editorial
board.
Senior
sec?on
completed
by
one
staffer.
Underclass/fac
responsibility
of
managing
editor
(features
produced
by
J1/photoj/etc).
Co-­‐editors-­‐in-­‐chief,
managing
editor,
photo
editor,
design
editor,
chrono
editor,
sports
editor,
coverage
editor.
All
edit
all
pages
per
deadline.
All
oversee
proofs
process.
EICs
oversee
theme
development
and
produce
theme
pages.
Coverage
editor
determines
whole-­‐book
coverage
tool(s)
and
manages
the
tracking
and
produc?on
of
this
aspect.
All
must
be
returning
staffers
and
must
interview
for
posi?ons.
EDITORIAL BOARD CHRONOLOGICAL - 14 SPORTS - 12
CLUBS, SPECIALTY, ADS - 14 PEOPLE - 2
Manage
sales,
marke?ng
campaigns.
Handle
finances.
Do
not
report/shoot/produce
pages
for
the
book.
BUSINESS - 3
Tuesday, July 9, 13

17. Tuesday, July 9, 13

18. WHAT
WORKS
STUDENTS IN CHARGE
EDITORS MANAGE STAFF, PUBLICATION
SELF-SELECTED TEAMS
OWNERSHIP & CHOICE IN ASSIGNMENTS
WRITE OWN JOB DESCRIPTIONS
SHARED RESPONSIBILITY
Benefits
of
having
mul2ple
EICs
High-­‐achieving
kids
are
pulled
in
many
direc?ons
and
may
not
have
enough
?me
to
what
the
publica?on
needs.
Yearbook
is
year-­‐round.
Students
can
share
responsibili?es
and
distribute
work
load
based
on
strengths,
availability.
Staffers
may
relate
more
to
one
editor
than
the
other.
EICs
have
flexibility
to
experiment.
Considera2ons
Tuesday, July 9, 13

19. WHAT
WORKS
STUDENTS IN CHARGE
EDITORS MANAGE STAFF, PUBLICATION
SELF-SELECTED TEAMS
OWNERSHIP & CHOICE IN ASSIGNMENTS
WRITE OWN JOB DESCRIPTIONS
SHARED RESPONSIBILITY
Benefits
of
having
mul2ple
EICs
High-­‐achieving
kids
are
pulled
in
many
direc?ons
and
may
not
have
enough
?me
to
what
the
publica?on
needs.
Yearbook
is
year-­‐round.
Students
can
share
responsibili?es
and
distribute
work
load
based
on
strengths,
availability.
Staffers
may
relate
more
to
one
editor
than
the
other.
EICs
have
flexibility
to
experiment.
Considera2ons
Roles
must
be
clearly
defined.
Important
to
allocate
du?es
so
nothing
gets
overlooked.
Tuesday, July 9, 13

20. Tuesday, July 9, 13

21. STAFF
MANAGEMENT
STANDARD FOR JOURNALISM EDUCATORS
Construct
and
u?lize
produc?on
schedules
that
encourage
student
journalists
to
mirror
that
of
professional
journalists.
Tuesday, July 9, 13

22. Tuesday, July 9, 13

23. WHAT
MATTERS
ACCOUNTABILITY
TIMELINESS
CLEAR EXPECTATIONS
SPECIALIZATION
ONGOING TRAINING
SUPPORT
Meaningful
work
for
publica2on
Assignments
all
have
purpose.
Nothing
is
prac?ce
—
yet
everything
is
prac?ce.
Understanding
of
deadlines
Work
is
?me-­‐sensi?ve.
Emphasis
on
revision
and
collabora?ve
improvement
but
within
constraints.
Point
of
publica?on
means
moving
on,
reflec?ng.
Tuesday, July 9, 13

24. Tuesday, July 9, 13

25. STRUCTURE
/PRODUCTION
Following
a
beat
system
by
sec?on,
staff
members
produce
a
coverage
planner
twice
per
month,
genera?ng
a
specific
story
idea
and
providing
photos,
context,
sources
and
a
pitch
for
why
the
story
ma;ers.
Partner
groups
select
from
these
to
determine
what
goes
in
the
book
and
what
may
get
covered
elsewhere
(online,
pitch
to
newsmag
staff,
etc).
The
editorial
board
determines
the
overall
social
media
plan
and
manages
all
accounts
except
Instagram.
All
staff
members
shoot/post
for
Insta
once
per
month
(pre-­‐
selected
and
graded),
but
anyone
can
post
at
any
?me
for
breaking
coverage.
All
staff
members
shoot
a
monthly
photo
shoot,
chosen
in
advance
and
labeled
on
staff
calendar.
Photo
editor
assigns
every
ac?vity,
event,
sports
game,
several
prac?ces
per
week,
club
mee?ngs
and
any
special
repor?ng
opportuni?es
as
shared
during
staff
discussion
and
brainstorming
sessions,
which
take
place
at
the
start
of
each
class
period.
PHOTO SHOOTS COVERAGE PLANNERS SOCIAL MEDIA
Tuesday, July 9, 13

26. Tuesday, July 9, 13

27. THE
PHILOSOPHY
TEACHING AND ADVISING MUST COEXIST
Consider
an
ongoing
process
in
which
students
learn
daily,
producing
a
product
along
the
way.
Tuesday, July 9, 13

28. Tuesday, July 9, 13

29. GRADING
/PHILOSOPHY
In
full
produc?on
mode,
mee?ng
a
deadline
is
just
one
skill.
Grading
based
on
deadlines
doesn’t
reflect
students’
learning
and/or
doesn’t
measure
their
mastery
of
repor?ng,
wri?ng,
design,
photography.
Students
may
need
more
?me
to
rework
the
product.
Some
may
need
accommoda?ons
and
modifica?ons.
Heavily
deadline-­‐based
grades
set
up
students
for
failure.
A
points-­‐based
system
in
which
students
set
goals
and
track
progress
toward
chosen
tasks
helps
reward
the
“above
and
beyond”
while
separa?ng
effort
and
“doing”
from
true
assessment
(measuring
the
learning).
Here
students
can
take
on
extra
work
to
improve
their
grade
if
they
struggled
in
other
areas
or
had
deadline
challenges.
But
no
extra
credit!
Everything
must
align
to
our
mission,
goals.
All
staff
members
learn
repor?ng,
interviewing,
wri?ng,
edi?ng,
design,
photography
skills
and
are
evaluated
early
in
the
year
with
individual
forma?ve
and
summa?ve
assessments.
Reteaching,
prac?ce,
reflec?on.
All
tools
and
ac?vi?es
are
genera?ng
or
improving
real
content.
Essen?al
skills
may
require
content
published
elsewhere
due
to
deadline.
ESSENTIAL SKILLS DEADLINES PRODUCTION
Tuesday, July 9, 13

30. Tuesday, July 9, 13

31. THE
PHILOSOPHY
TEACHING AND ADVISING MUST COEXIST
Grading
should
measure
student
learning
—
It’s
about
them.
Deadlines
reflect
adviser
performance.
It’s
on
me.
Tuesday, July 9, 13

32. THE
PHILOSOPHY
TEACHING AND ADVISING MUST COEXIST
Grading
should
measure
student
learning
—
It’s
about
them.
Deadlines
reflect
adviser
performance.
It’s
on
me.
Tuesday, July 9, 13

33. THE
PHILOSOPHY
TEACHING AND ADVISING MUST COEXIST
Grading
should
measure
student
learning
—
It’s
about
them.
Deadlines
reflect
adviser
performance.
It’s
on
me.
Tuesday, July 9, 13

34. THE
PHILOSOPHY
TEACHING AND ADVISING MUST COEXIST
Grading
should
measure
student
learning
—
It’s
about
them.
Deadlines
reflect
adviser
performance.
It’s
on
me.
Both
happen
at
the
same
?me.
Tuesday, July 9, 13

35. Tuesday, July 9, 13

36. THE
INSIGHT
TEACHING TAKES MY TIME
Advising
takes
my
trust.
Tuesday, July 9, 13

37. THE
INSIGHT
TEACHING TAKES MY TIME
Advising
takes
my
trust.
Tuesday, July 9, 13

38. THE
INSIGHT
TEACHING TAKES MY TIME
Advising
takes
my
trust.
Tuesday, July 9, 13

39. THE
INSIGHT
TEACHING TAKES MY TIME
Advising
takes
my
trust.
It’s
about
providing
opportuni?es
for
trial
and
error,
giving
students
freedom,
watching
them
stumble
and
succeed.
It
isn’t
always
pre;y
—
but
it’s
always
powerful.
Tuesday, July 9, 13

40. THE
CULTURE
Tuesday, July 9, 13

41. STUDENT-RUN FAMILY FIRST ONGOING DIALOGUE
EXTRA TIME PROCESS-ORIENTED CELBRATE SUCCESS
THE
CULTURE
Tuesday, July 9, 13

42. Tuesday, July 9, 13

43. THE
CULTURE
From
beginning
class
to
determining
content,
running
mee?ngs,
conduc?ng
training
sessions
and
offering
feedback,
everything
is
student-­‐
centered.
The
editors
lead
the
staff
and
produce
the
publica?on
from
start
to
finish.
Students
take
pride
in
ownership
and
hold
each
other
accountable.
STUDENT-RUN
Editors lead all aspects of production, publication
Tuesday, July 9, 13

44. Tuesday, July 9, 13

45. STUDENT-RUN
CULTURE
Tuesday, July 9, 13

46. Tuesday, July 9, 13

47. THE
CULTURE
By
forming
close
rela?onships
based
on
respect,
trust
and
shared
experiences,
the
staff
works
well
together
to
meet
its
goals.
Team
building
ac?vi?es
combined
with
fun
annual
tradi?ons,
stress-­‐relievers
and
constant
personal
interac?on
help
students
feel
safe
and
valued
in
the
classroom.
FAMILY FIRST
Class environment focuses on building a team
Tuesday, July 9, 13

48. Tuesday, July 9, 13

49. FAMILY FIRST
CULTURE
Tuesday, July 9, 13

50. FAMILY FIRST
CULTURE
Tuesday, July 9, 13

51. Tuesday, July 9, 13

52. THE
CULTURE
Students
ask
ques?ons
and
stay
updated
using
social
media
tools.
Web-­‐based
staff
manual,
calendars,
apps
and
other
tools
help
staffers
work
from
home.
Editors
offer
quick
solu?ons
and
instant
feedback
to
students
in
need,
making
class
?me
more
efficient.
We’re
constantly
talking
about
what
we’re
doing.
ONGOING DIALOGUE
Conversations continue beyond class
Tuesday, July 9, 13

53. Tuesday, July 9, 13

54. COMMUNICATIVE
CULTURE
Tuesday, July 9, 13

55. Tuesday, July 9, 13

56. THE
CULTURE
Editors
commit
to
weekly
one-­‐hour
mee?ng
and
three-­‐day
summer
leadership
retreat.
Staff
members
commit
to
monthly
work
night.
Adviser
provides
addi?onal
?me
before
school
and
at
lunch.
The
journalism
room
becomes
a
place
students
live.
The
extra
?me
strengthens
the
support
system,
increases
the
individual
commitment,
improves
the
work
quality
and
leads
to
be;er
coverage
opportuni?es.
EXTRA TIME
A high-level program requires a bigger commitment
Tuesday, July 9, 13

57. Tuesday, July 9, 13

58. TIME COMMITMENT
CULTURE
Tuesday, July 9, 13

59. Tuesday, July 9, 13

60. THE
CULTURE
When
students
feel
empowered
to
try
new
things
with
the
possibility
of
failure,
their
work
reaches
new
levels.
Make
this
possible.
Offer
ongoing
feedback.
Provide
opportuni?es
for
revision.
Allow
?me
for
trial
and
error,
because
the
struggle
and
eventual
success
is
important.
Show
students
that
their
experience
outweighs
the
importance
of
the
yearbook
itself.
PROCESS > PRODUCT
Embrace a learning culture of positive risk-taking.
Tuesday, July 9, 13

61. Tuesday, July 9, 13

62. PROCESS-ORIENTED
CULTURE
Tuesday, July 9, 13

63. Tuesday, July 9, 13

64. THE
CULTURE
Recognizing
victories
of
all
sizes
highlights
individual
progress
and
collec?ve
success.
A
culture
of
meaningful
celebra?on
(specific,
valid,
short)
boosts
morale
and
strengthens
the
family
atmosphere.
CELEBRATE SUCCESS
Beating our own best is the ultimate success.
Tuesday, July 9, 13

65. Tuesday, July 9, 13

66. CELEBRATORY
CULTURE
Tuesday, July 9, 13

67. Tuesday, July 9, 13

68. TOOLS
& TRICKS
VIDEO
TUTORIALS
WHAT
HOW
Editors
create
training
videos
to
post
online
DETAILS
Beginning
staffers
can
view
these
“how
to”
videos
as
many
?mes
as
needed
without
affec?ng
others.
Topics
include
interviewing,
camera
checkout,
InDesign
basics,
photo
uploading
and
more.
Tuesday, July 9, 13

69. Tuesday, July 9, 13

70. TOOLS
/CONT.
GOOGLE
APPS
WHAT
HOW
Free
Web-­‐based
sharing,
collabora?on,
chat
and
more
DETAILS
Students
share
work
online
from
Google
Drive
and
collaborate
from
home.
From
stories
and
cap?ons
to
the
index,
coverage
list
and
deadline
tracking
spreadsheet,
Google
apps
work
well
because
of
the
real-­‐?me
edi?ng.
Tuesday, July 9, 13

71. Tuesday, July 9, 13

72. TOOLS
/CONT.
DROPBOX
WHAT
HOW
Storage
for
design
inspira?on,
photos,
videos
and
fonts
DETAILS
Staff
members
use
their
Dropbox
accounts
to
store
and
share
visuals
and
classroom
resources.
This
eliminates
the
hassle
of
bringing
things
back
and
forth
between
school
and
home
and
is
a
paperless
way
to
provide
handouts
or
materials
without
a
webpage.
Tuesday, July 9, 13

73. Tuesday, July 9, 13

74. TOOLS
/CONT.
SOCIAL
MEDIA
WHAT
HOW
Mobile-­‐friendly
internal
communica?on
tools
DETAILS
Students
raise
ques?ons,
send
reminders
and
update
each
other
on
progress
using
Facebook
groups
and
a
private
Instagram
account
rather
than
email
or
other
methods.
Tuesday, July 9, 13

75. Tuesday, July 9, 13

76. WHAT
ELSE?
@sarahjnichols
Tuesday, July 9, 13

77. WHAT
ELSE?
@sarahjnichols
#JEAai
Tuesday, July 9, 13

78. WHAT
ELSE?
@sarahjnichols
#JEAai
sarahjnichols.sjn@gmail.com
Tuesday, July 9, 13

79. WHAT
ELSE?
@sarahjnichols
#JEAai
sarahjnichols.sjn@gmail.com
Tuesday, July 9, 13