Fall 2005 - Issue 56 (PDF) - Jostens

adviser&staff
fall2005
number56
A yearbook magazine provided compliments of your Jostens representative

contents
fall2005
When it comes to capturing
more students, pictures and
memories in your yearbook,
go digital! Need educational
software to enhance your
staff’s skills? We’ve got it.
Want a digital yearbook
supplement without doing
all the work?
Jostens can help.
Go digital. Make a splash.
Yearbook Interactive TM
Teach your staff valuable skills while creating Yearbook Interactive using
our Memories Builder software. Have fun working together to build a fully
customized, unique and interactive product for your students.
Special Edition Digital Memories TM
Easily create a DVD supplement by choosing music from our large library
selection and sending in video and extra photos to Jostens. It’s a great
way to provide extra memories to your students with very little effort on
your part.
Get into it.
Editor in Chief:
Gary Lundgren
Managing Editor:
Mary Saracino
Project Coordinators:
Melanie Brown
Stephanie Wiegert
Art Director:
Scott Kneeskern
Production Artist:
Susie Patterson
Contributors:
Christine Courage
Sonya Doctorian
Michael Jones
Ken Riach
Lizabeth Walsh
Crystal Webster
Contact:
Send correspondence, change
of address, subscription requests
and article manuscripts to:
asmagazine@jostens.com or
Adviser & Staff Magazine
ATTN: Stephanie Wiegert
Jostens
5501 American Blvd. West
Minneapolis, MN 55437-1040
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© 2005 by Jostens, Inc.:
(05-0422, Item No. 3156)
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The yearbook room
is a high-energy place. It’s chaotic. It’s
noisy. It’s active. It’s the epicenter of
learning.
Just because yearbook students rarely sit quietly in desks arranged in
perfect rows doesn’t mean yearbook is fun and games. Today’s hightech
yearbooks are not “cut and paste” operations.
While often fun, producing a yearbook is not a game. It’s a serious
journalistic and business venture. During the year, the yearbook staff
plans, writes, designs, edits, photographs, promotes, sells, and manages
the creation of a product that lasts a lifetime.
In many ways, the yearbook is the ultimate outcome-based
educational experience. Research supports the value of working on
high school publications. A study
of 4,789 students, published in
1987, reveals high school
students with publication experience:
• scored higher in cumulative
freshman college grade average.
• scored higher in their first collegiate
English course.
• had higher ACT composite scores.
• had higher ACT English scores.
• had higher social studies scores.
As part of its commitment to the educational
experience, Jostens produces Adviser & Staff magazine.
Your subscription to this twice-yearly magazine is provided
by your Jostens yearbook representative.
If you have suggestions, we would be delighted to hear
from you. Articles written by advisers and student editors
are also welcome and will be considered for publication.
Please email: asmagazine@jostens.com.
Indeed, the yearbook room is the epicenter of handson,
outcome-based learning. Invite parents, teachers
and administrators into the chaos. Allow them to see
first hand the educational value of the yearbook experience.
• Gary Lundgren, editor
Jostens Adviser & Staff
on the cover
“Race to the Finish,” Ross Ching,
Fifth Place Sports, 2004 Jostens Photo Contest.
Piedmont Hills High School, San Jose, CA
FROM THE EDITOR
2 teamwork
Build a dynamic yearbook team
6 marketing
Proven marketing techniques
from former adviser Crystal
Webster
Tips for marketing to underserved
students by adviser
Michael Jones
10 coverage
Tips for trendy coverage
and design
12 photo
Photojournalist Sonya
Doctorian shares best practices
14 business
Get your yearbook budget
fiscally fit
16 gallery
InDesign contest winners and
YearTech Online showcase
20 advisers
Insights from Christine Courage
and Lizabeth Walsh, new and
veteran yearbook advisers
24 over & out
Profile of yearbook adviser Ken
Riach — master of deadlines
1

teamwork
fall2005
Team-building 101
Six tips for
goal-getting teams:
QUOTE: “In the long history of humankind, those who
learned to collaborate and improvise most effectively
have prevailed.” — Charles Darwin
Teamwork fuels the
accomplishments of every
successful yearbook staff.
It’s no secret that exceptional
teams share a common vision,
well-defined strategies, and a
commitment to meeting goals
and objectives.
But what’s the recipe for building such a
dynamic group?
Yearbook advisers need look no further
than the nearest corporation to glean valuable
information on team-building. Fortune 500
companies spend vast amounts of money on
high-priced consultants. With a little bit of
tweaking, you can adapt those business
approaches and their accompanying
corporate jargon to an academic setting,
unearthing a bevy of useful ideas and
hands-on tools.
Corporations market products and services
to a customer base. So do yearbook staffs.
Both rely on the work and talent of key
personnel to deliver the best product possible.
10
1. To create rapport among team members
And success, for both, is contingent upon
the ability of teams to balance constant flux
while meeting concrete deadlines.
While team-building exercises can be
extremely helpful (and fun!), experts suggest
that such practices are most useful if
participants take a step back and assess what
occurred during the activity, analyze the
patterns that emerged, and transfer the
learning to their real-life work environment.
Also known as “experiential learning,” this
approach helps you maximize team-building
efforts and apply them to the actual task of
getting the yearbook out the door and into
the hands of waiting student buyers.
Lost in translation. At their best, teambuilding
exercises conjure a mini-world in
which participants interact with one another,
working together to solve a real or imagined
problem (the yearbook’s theme, how to meet
deadlines, how to better communicate with
one another, etc.).
Whether your staff engages in an off-site
ropes course, an after-school group outing
to the local video arcade, or an in-class
brainstorming session, the secret to reaping
Reasons to Build a Team
2. To open the doors of communication
3. To inspire creativity
4. To invite new ways of strategizing and problem-solving
5. To uncover hidden problems and agendas
6. To acknowledge and honor diversity and individual strengths
7. To manage change
8. To motivate and encourage participation
9. To build trust among people who share common performance goals
10. To have fun and learn something new at the same time
the rewards of team-building lies in how well
your staff can translate the experience into
their day-to-day tasks.
“Hire” the right people. When you
choose new staff members, weigh your
options carefully. While a student’s talent and
skills are important, rookie staffers also need
to be able to work well with seasoned
veterans. Plan ahead. The personalities of
editors, writers, photographers, and designers
have to mesh well, too.
They gotta believe! Before your staff will
“buy into” team bonding, they need to sign
off on your vision. Begin with a well-crafted
roadmap of how to get the job done. Add in
specific strategies that will make their efforts
successful. Until they believe in your vision,
they won’t focus their energies and produce
the work that’s required of them, namely
creating the best possible yearbook.
Collective brainpower. Sharing the
vision is never a one-time thing, of course.
Repetition works wonders for instilling
direction and channeling ideas. So does
inviting your staff to actively participate
in strategy-making. Plan staff meetings to
brainstorm themes, discuss assignments, or
celebrate having survived a deadline. This
[1]
[2]
[3]
[4]
[5]
[6]
Brainstorm a list of team
goals at the start of each school
year.
Design a fun way to showcase
your list, then post it in your
yearbook room.
Be focused, yet flexible. Adapt
to changes and challenges as
they arise.
Conduct a weekly staff meeting.
Seek input from every staff
member—even the quiet ones.
Address roadblocks BEFORE
they detour the team.
Have fun! Celebrate when you
meet goals. Plan a pizza party or
break out the ice cream bars to
lighten workload stress and
indulge in a bit of joyful play.
*
Game 1: Crime-solvers
A robbery has occurred. Divide your
large group into teams of investigative
journalists and small groups of suspects.
Your goal is to get to the bottom of this
story and find out who committed the
crime. There are several obstacles to
solving this mystery, the main one being
TIME. You must question all the suspects
in 30 minutes in order to make your story
DEADLINE. Which newspaper group will
scoop the others? The one whose
reporters prove to have the best
communication and cooperation skills.
This game reinforces the skills of
time management, communication,
and cooperation.
It’s all a game
You’ll find these (and other) fun team-building activities
on the Web site www.antgrasshopper.com.
Game 2: Get Real
Reality TV meets the world of yearbook
in this team-building twist. Divide your
large group into teams of Amazing
Deadliners. Each team has 30 minutes
to complete a series of three assigned
tasks (writing a headline, placing a
dominant photo on a spread, choosing
a typeface for the sports spread, etc.).
Once each single “leg” of the race is
successfully completed, the team
receives its instructions for the next task.
The first team to complete all three
tasks is declared the winner.
This game reinforces the skills of
time management, communication,
and problem solving.
2
3

teamwork
fall2005
builds camaraderie and trust, both of which
strengthen team-hood.
Smaller group meetings, with staff and
section editors, offer students a way to get
involved and own the vision. Weekly editorsonly
meetings provide a forum to share ideas,
solve problems, and support one another.
Weekly all-staff meetings affirm that feedback
and ideas are valued — from EVERYONE.
Leap over roadblocks. Even with the
best of intentions, concerns and issues may
arise that can derail team performance.
Common roadblocks to success include
things like jealousy, negativity, lack of
confidence, or even splinter sub-teams
(cliques that form and undermine the larger
group’s goals).
To combat jealousy, avoid favoritism. Show
appreciation for the efforts of every team
member. To overcome negativity, emphasize
the group’s accomplishments and reward
positive attitudes.
Instill
><
confidence in those lacking esteem
The Change Wave
what
Here’s how it works.
> Choose teams of five to eight people. Divide larger
groups into smaller sub-groups.
> Use a four-by-four-foot tarp. Label one side “Current State”
and the reverse side “Future State.”
> Length of time: 30 minutes
> Choose an observer to oversee the exercise.
> Team members begin by analyzing the current state
of their team (where they are now) and then write their
comments on the “Current State” side of the tarp.
> They then create a vision of the ideal future for their
team (where they want to be), writing their comments
on the “Future State” side of the tarp.
< >
[Douglas County High School, NV]
The Web site www.teambuildingguru.com offers a fun
exercise called The Change Wave that challenges team
members to straddle the line between the “current state” of
team performance and its “future state.” Teams learn to assess
where they are and envision where they want to be. They
either bridge the gap between these two “states” or focus on
needs to change in order to attain their future goals.
> Next, team members stand on the tarp with the “Current
State” side facing upward.
> The challenge is for ALL team members to stand on the
“Current State” side of the tarp and flip the tarp over
to its “Future State” side WITHOUT anyone stepping off the tarp.
> The group must physically support one another for balance in
order to reach their goal.
> Group members can take off their shoes but are NOT
allowed to sit on each other's shoulders.
> Group members are not allowed to step off the tarp after
the first person sets a foot on the “Current State” side.
Get
Team Building Web Sites:
www.businesstown.com
www.teambuildingguru.com
www.antgrasshopper.com
Resourced
You’ll find a wide range of team-building resources on the Internet, and in
libraries and bookstores. Here are a few resources to help you launch your
own investigation:
Books:
Teamwork and Teamplay: Games and Activities for Building
and Training Teams (Pfeiffer: 1999), Sivasailam Thiagarajan
and Glenn M. Parker
by acknowledging their contributions and
supporting individual and group efforts. If
cliques form, mix things up. Rearrange work
teams or assign tasks differently. In this way
sub-groups will be unable to sidetrack the
team’s common goal of optimal performance.
Check the temperature. From time to
time, do a temperature reading to see how well
your team is faring. This is as vitally important
during the day-to-day running of the yearbook
as it is during a team-building exercise.
Involve the entire group—even the quiet
ones. Ask open-ended questions like: What’s
your experience been like lately? What have
you learned? How can we apply this to current
yearbook issues?
Maintain an atmosphere of safety and
confidentiality to build trust.
Expect resistance—it’s where learning often
takes place. Be flexible. The unexpected often
yields surprising gems of insight.
Listen. Listen. Listen. And pause to allow
time for team members to think and respond.
Team Power:
How to Unleash the Collaborative Genius of Work Teams
(McGraw-Hill: 1994), Thomas A. Kayser
The One Minute Manager Builds High Performing Teams
(Revised edition, William Morrow: 2000), Ken Blanchard and
Eunice Parisi-Carew
The Mission-Driven Organization:
From Mission Statement to Thriving Enterprise (Prima
Lifestyles: 1999), Bob Wall, Mark Sobol and Robert Solum
Focus on the group’s process, not the task at
hand. Task myopia often leads to short-sighted
“answers.”
Celebrate success. Without a doubt,
producing a yearbook is stressful. Juggling
assignments, completing tasks, meeting
deadlines—all the while creating a product
that’s compelling and captivating—takes
stamina and determination. Pausing to
celebrate each time a goal is attained or a
deadline is met makes for a happier team.
Reap the rewards. Performance
increases when you invest time and effort
into team-building. So does team
satisfaction. Inspiration flows more easily
from such a strong partnership. You’ll
reap the rewards of less stress, enhanced
communication among staff members,
increased willingness to get the job done,
a more positive attitude in facing and
overcoming challenges, and an unbeatable
sense of camaraderie.
4
5

marketing
fall2005
Secrets of a yearbook marketing maven
“How do you cut through the clutter to get your message across?”
Today students are bombarded with commercials, print
ads, billboards, Internet pop-ups, and more — trying to sell them
everything from T-shirts and CDs to iPods, pizzas, and
pimple cream. The clamor for their attention and money
has never been greater.
Strategic marketing is the secret to success. It’s as important as this year’s
theme and cover design. Right from the start, plan a detailed marketing
effort to build awareness of your product (your yearbook) and increase
sales.
Crystal Webster, former yearbook adviser for The
Legacy at Harrison High School, Kennesaw, GA,
cautions that if you don’t stay vigilant in your
marketing efforts “even schools with outstanding
sales will see a drop in those numbers.”
Her recommendation?
A multi-faceted marketing approach.
“I try to communicate through every
medium possible, hoping to reach all
parents and students,” Webster says.
“We utilize our school Web site and
PTSA newsletter. We send all-school
emails to parents, when we have their
email addresses. We run PowerPoint
announcements every day on TVs
throughout the school. We
distribute flyers and handouts to
students via homerooms and we
mail materials to parents. We
advertise an Open House and
provide yearbook purchasing
information. I even record an informational message on my
voice mail so every caller has to listen to a yearbook sales pitch before they
can leave a message.”
Webster’s sales success speaks for itself. “This year we sold every single
copy of the 1,708 we received,” she noted, “and we could have easily sold
another 100. Most of our profits are a result of senior ad sales, but the
delivery day sales certainly don’t hurt.”
Her first rule of marketing and advertising is textbook classic: “Know The
Target Market Group.”
At Harrison High School, the school’s tradition is to keep the yearbook’s
theme and cover a secret, not to be revealed until delivery day, so their
yearbook marketing campaign doesn't revolve around those yearbook
elements. Being the savvy marketer that she is, Webster uses this to her staff’s
advantage.
“Students enjoy trying to ‘find out’ the cover design,” she notes. “We fuel that by telling
different stories each year about [it]. Two
years ago we had everyone believing the cover
was pink and fuzzy like shag carpet.”
Do what the pros do
Webster and her staff also tune in to the
way the marketing pros promote their
products and services. She started paying
serious attention to the way Disney markets
their pre-release DVD sales.
“We are in much the same boat,”
she observes. “We want people to pay
now and get their merchandise
later. In the instant
gratification, multi-tasking
society in which we live,
that’s not so easy.”
Webster started using
Disney-like terms such as
“pre-order” and “reserve your
copy now” in her yearbook
promotional materials. To
generate interest in and
desire for the yearbook, she
and her staff rely on
repetition and frequency to
get their message across.
They also work hard to
make their advertisements
memorable through music,
catchy slogans, and
suspense, to urge students
to take action—since
procrastination, of course, is
one of the biggest challenges
marketers face.
Over the years, Webster’s
staff has created several slogans,
but one that stands out as
especially successful was the
year they posted signs featuring
the letters “YB” accompanied by
arrows.
“We also put arrows on the
hallway floors with the letters on
them,” Webster adds. “All of these
directed students to a big sign that said, ‘YB
without a yearbook?’ That sign also provided
yearbook ordering information.”
Say it with pictures
“I’m not in the book” is often the number
one reason why students don't buy a
yearbook. Webster’s staff decided to meet that
challenge head on by taking photos of people
holding the yearbook. The pictorial
campaign featured popular faculty as well as
students from a broad range of the student
body. They posted these endorsement images
in high visibility areas throughout the school
to generate interest and send the message that
the book included EVERYONE.
Other years they created a video
commercial complete with a catchy tune, so
Creating a Buzz
when students heard the music they would
be prompted to “buy a yearbook.”
A class act
Webster’s staff works to get students in the
book at least one time in addition to their
class photo, and, equally as important, to let
them KNOW that they are in the book.
While freshmen and seniors are typically
more apt to purchase the yearbook than
other classes, marketing to them presents its
own challenges.
Because seniors are inundated with things
they have to pay for in the fall from caps and
gowns to senior portraits, announcements,
and more, many delay pre-buying their
yearbook. Webster suggests advisers and staffs
To drive sales and create a “buzz” about your book,
Webster suggests the following sales incentive approaches:
fffffffffff
1. If the yearbook sells out the previous year, publicize it, publicize it, publicize it!!!
This will boost sales for the following year.
2. Before distribution day, set some yearbooks aside so fewer yearbooks are on
hand to sell on distribution day than you have students wanting to purchase. Create
a waiting list or a yearbook lottery for students who weren't able to buy a yearbook
on distribution day. Later the next week, you can “release” the reserved books on an
individual basis. Doing so sends a clear message: When you wait until yearbook
delivery day to buy your yearbook, you run the risk of the books being sold out.
3. If your yearbook price is higher later in the year, publicize the “early bird” price or
a “best deal” or “discounted” price to motivate people to purchase early. The goal is
to get as many people to buy as early as possible so you know how many
yearbooks to order. If you increase the price, make it a large enough figure to
encourage early orders. For example, if raising the distribution-day delivery price by
$5 isn't enough to motivate people to order at early bird rates, then increase the
increment to $10. The difference is apt to spur on early sales numbers.
6
7

marketing
fall2005
individually notify seniors who haven't
purchased a book. If that doesn't induce them
to place an order, she sends out reminder
notices to students and their parents, hoping
to spark the realization that unless they act,
they might not be bringing home a yearbook
on delivery day.
Oftentimes freshmen don't recognize that a
high school yearbook is different from the
ones they bought in middle school—not only
in how much it costs but also in the depth and
breadth of its coverage. Webster sends a
yearbook staffer to every freshman homeroom
with a copy of the previous year’s book. This
“show and tell” event introduces them to what
they can expect to find inside Harrison High's
400+ page tome. The staffer also explains
accessories, such as personalization, of which
they may be unaware. The onsite “demo” also
lessens the sticker shock—for freshmen and
“Marketing and advertising are not accidental. Your
yearbook campaign is competing with lots of other
advertisers both in school and out. Know what they
know to compete with them!”
their parents—when the $20 they spent on
their 8th grade yearbook jumps to $75 for
their high school volume. Needless to say,
9th grade sales have increased.
A fair and balanced approach
Selling power is lost if students view the
yearbook as something that’s just for a small
cross-section of the student body—say just
the seniors or the “in” crowd. To ensure that
their yearbook is fairly balanced, Webster's
staff employed the following rule: equal gender
representation and a balance of photos of
freshmen, sophomores, juniors, and seniors
on every page. Equal coverage is also given
to varsity and junior varsity/freshman sports,
when possible.
Webster leaves no stone unturned when
it comes broadening coverage and including
more students in the book. Before covering an
event, her staff does its PR legwork, informing
the participants that the photos and/or
interview are for the yearbook.
“I know this sounds more like a production
issue,” Webster comments, “but once your
students get the word that it’s everyone’s
yearbook and NOT just for the seniors, then
sales will go up!”
Putting it all together
Improving your marketing strategies takes
time, so don't expect everything to change at
once. Focus on one or two areas where you
can effectively enhance your approach and go
from there. Add more the following year, and
in time, you'll enjoy the sales success you're
seeking.
“My marketing strategies evolved over an
eight-year period,” Webster explains. “Of
course, I would say the first strategy should be
to let kids know they are in the book. It's the
number one reason they aren’t buying!”
Webster credits her yearbook representative
for being an invaluable resource, helping
her develop strong sales strategies. She
recommends that other advisers take
advantage of their reps’ skills in this area
as well.
Lastly, she espouses the time-honored
mantra of every successful executive: delegate,
delegate, delegate. Webster puts a staff
member in charge of executing the marketing
plan and then follows up with that person.
“It’s the students' book,” she affirms. “They
should be responsible for promoting it. [Here]
yearbook runs like a business. We don’t receive
any school funds. We get what we earn. I
make students fully aware of that and stress
that it’s also their responsibility to help us
make a profit.”
Six tips for marketing
to under-served
students:
from Michael Jones, yearbook adviser,
Miami Jackson Senior High School, FL
[1]
[2]
[3]
[4]
[5]
[6]
Place advertising posters in
high-traffic areas like
restrooms, classrooms, and
counselors’ offices.
Present a preview of select
yearbook pictures/illustrations
during class hours or during
lunch. Create a digital slide
show, if possible. You’ll grab
students’ attention and raise
awareness of the yearbook.
Raffle off great prizes for
students who buy their
yearbooks during the early sale
week. This adds incentive to
pre-buy. Offer prizes that appeal
to a wide range of students,
including CDs, coupons for free
pizza, books, etc.
Promote the yearbook in
different languages to reach
students whose first language is
not English or to inform parents
who might not speak English
at all.
Survey a variety of students
to find out what they want in the
book. Seek input from all grade
levels and students from a
broad range of backgrounds
and interests.
Ask a local celebrity or local
professional athlete to do a
guest appearance during a
yearbook presale event, or to
endorse your yearbook.
Want a better yearbook? Be more inclusive.
Diversity is about more than covering “niche” groups or “minority” populations. It’s important to think beyond
the edges of your own skin and widen the circle.
b
V qAd
Diversity is about including
everyone in the yearbook. When
you focus on broadening your
coverage to span the breadth and
depth of your entire student body,
you set a course for being a
yearbook that truly reflects the
gamut of life experienced by
students at your school.
Reach out to students whose
first language isn’t English,
students who are deaf or blind,
students from single-parent
families, students whose afterschool
job prohibits them from
joining a club or a sports team,
students who are differently-abled
and perhaps use a wheel chair to
maneuver through the hallways.
And don't forget to include the
shy kids. Be creative. Think of new
ways to approach students who
aren't joiners or who barely make a
peep in class. You’ll be surprised at
what they have to offer. Remember,
loud doesn't necessarily equate
with interesting, smart, or talented.
Though your student body may
be predominantly Caucasian,
Black, Hispanic, Asian, or Native
American, make an effort to reflect
the ethnic and cultural life
experiences of all your students in
coverage of their interests and
activities. Include coverage of
ethnically centered clubs, such as
BAHANA (Black, Asian, Hispanic
And Native American), sponsored
in many schools and communities.
Sports stars get a lot of ink. Why
not also spotlight this year’s
National Honor Society inductees?
Or your school’s top SAT scorer?
How about the chess champion?
Or the spelling bee winner? Garage
band musicians could use a little
press. So could your school’s
budding poets and artists.
Nobody is fond of being labeled
“other.” Being inclusive begins with
opening the circle and inviting
everyone in.
While it may take some work at
first, you'll end up with richer, more
compelling coverage. And a much
more interesting yearbook.
Eisenhower High School, OK; exchange students
MAST Academy, FL; skateboarding
Mills University Studies High School, AR; chess/debate/quiz bowl
8
9

coverage
fall2005
TRENDS: From iPods to Armstrong bracelets, yearbooks
capture pop culture and how it impacts students.
Six tips for trendy
coverage & design:
Contemporary spreads focus on people
• TRENDS.
Eskimo jackets, iPods,
ripped jeans, Converse
shoes, Armstrong
bracklets and brandname
purses are a few
of the trends captured
on this yearbook spread.
A wide variety of students
are photographed and
the unique graphics
give the spread a cuttingedge
style.
[1]
[2]
[3]
Study popular magazines.
Get inspired by ways content is
packaged.
Focus on students, not on
events. People make the book
come to life! Capture different
points of view using
action/reaction, emotions,
opinions, thoughts.
Quote as often as possible.
Make it meaningful. Toss out
quotes that don't add depth
and insight to the story.
• MAXIMUM
CONTENT, MINIMAL
SPACE.
On this portrait spread,
maximum coverage is
provided in a minimal
amount of space. Survey
results, a listing, and
direct quotes are used to
report on music.
Whenever possible,
yearbook coverage
should focus on
students.
[Capistrano Valley High School, CA]
[4]
[5]
[6]
Plan coverage that taps into
pop culture. Some ideas:
iPods and what students listen
to, Instant Messaging and
students’ screen names.
Think photo op. Plan designs
and coverage that use as many
story-telling photos as
possible.
Tune into popular colors used
in print, web, fashion, and
interior design venues.
[Maria Carrillo High School, CA]
• AD-VANTAGE.
Fun, cut-out background
[COB] photographs add
reader interest to this
advertising section. A
COB photo is used on
each advertising page.
Creative poses are used
for the photos so it looks
like students are holding
mini-billboards.
[Riverside High School, TX]
• PACKED WITH PICS.
This high-energy sports design presents large action
shots along with smaller photos. The outstanding
dominant photo is supplemented with eight small
overlapping photos. A quote box, on the right page,
features tilted photos.
• MAKE IT
PERSONAL.
A small, informal photo
of each senior is
featured in addition to
the formal portrait.
A signature is included
in addition to a quote
from each senior.
All of this content fits
into a 3-by-3-inch
space. In addition to
featuring 18 seniors, a
horizontal module
displays nine candid
photos.
[Scenic Middle School, OR]
[Glendora High School, CA]
10
11

photo
fall2005
The buzz about photojournalism
Six “best practice”
photojournalism tips:
QUOTE: “When you’re photographing, try to summarize
the scene in a single image.” — Sonya Doctorian
There’s a lot of buzz these days about “best practices.” But
what does something that sounds so corporate have to do with
yearbooks and photojournalism?
It all boils down to giving it your best
shot (no pun intended) and approaching
each photo op with integrity. To get a
professional’s take on the topic, Adviser &
Staff interviewed Sonya Doctorian, projects
photo editor and video columnist at the
Rocky Mountain News in Denver, CO.
Adviser & Staff: What are “best
practices” as they relate to photojournalism?
Sonya: The general aim of documentary
photography is to record life as it happens
in front of the camera. Real-time observation
is required. This means the photojournalist
spends as much time as possible with the
people she's photographing so that 1) they
get comfortable with her as well as the
presence of a camera, and 2) she becomes a
fly on the wall. In other words, she doesn't
try to influence the situation or direct the
people. The power of these candid images is
immeasurable, especially during emotional
moments.
Sonya Doctorian
Rocky Mountain News
12
Adviser & Staff: Why is having a “best
practices” policy important to the Rocky
Mountain News?
Sonya: Rocky Mountain News
photographers have a shared sense of
purpose because they understand our
documentary mission. We wouldn't think of
staging a picture to make it more dramatic.
If there’s high emotion in a photograph, our
readers can trust that’s what happened.
Adviser & Staff: Why are “best
practices” important to the journalism
profession?
Sonya: General guidelines are important to
maintain our credibility as news-gatherers. If
readers (and viewers) can’t trust the accuracy
of our reporting, then our product is
pointless.
Adviser & Staff: With access to
Photoshop and other ways of altering
images, what advice can you offer student
The seeds of Sonya Doctorian’s passion
for photojournalism were planted during her
days at Macon High School (Macon, MO). In
Sonya’s sophomore year, yearbook adviser
Cindy Lenon asked her to join the staff as a
photographer. Lenon needed someone to take
photos at football games and do group
portraits of school clubs.
Doctorian says, “I had zero experience with
photography, so I knew she [Lenon] wasn’t
responding to any tangible promise of artistic
talent.”
That yearbook position led to landing a job
the summer before her senior year at the local
newspaper, the Macon Chronicle-Herald,
where she worked part-time until she went to
photographers on the journalistic
importance of maintaining the integrity
of a photo?
Sonya: There are strict standards for
newspaper photographers governing the use
of Photoshop—it’s for toning and color
correcting but not for changing elements of
a documentary photograph. For example, if
you weren’t aware of the telephone pole
coming out of the head of the football player
when you photographed him, you may not
correct that mistake in Photoshop. It’s a
fireable offense. Next time, pay better
attention to composition when you’re
looking through the viewfinder. Photoshop
shouldn’t be used to make up for poor
craftsmanship or a missed moment.
Sadly, a staff photographer at a major
metropolitan newspaper was fired last year
for merging two photographs into one while
he was covering the war in Iraq. He thought
it made a more exciting picture, but it cost
him his job and his reputation.
Adviser & Staff: Since images can often
be more powerful than words, newspaper
photos play an important role in telling the
One way to launch a photojournalism career
college. At the newspaper, she learned it was
possible to make a living as a photojournalist.
“So I set my sights on the University of
Missouri’s School of Journalism,” she said.
“I graduated from MU in 1984 with a bachelor
of journalism degree, with an emphasis in
photojournalism.” Later, she earned her
master’s in documentary filmmaking from
American University.
Before joining the Rocky Mountain News
in January 2003, Doctorian served as director
of photography at the St. Petersburg Times,
the State in Columbia, SC, and the Knoxville
News-Sentinel. She started her photojournalism
career as a staff photographer at the Tampa
Tribune.
[1]
[2]
[3]
[4]
[5]
[6]
Arrive at the event/activity
early to scope out potential
photo angles.
Select pictures with strong
storytelling elements.
Tell the story as
experienced, not merely
what’s assigned or expected.
Avoid shooting scenes that
unfairly portray situations or
people.
Do your homework
(know your subject, location,
significance) before you arrive
at event/activity.
Use the right equipment
for the assignment.
O
Photojournalism Web links
The Web offers a vast array of photojournalism resources, including:
O The Digital Journalist: www.digitaljournalist.org Multimedia photojournalism magazine.
O SportsShooter: www.sportsshooter.com Online resource for sports photography.
O The Photography Channel: www.photographychannel.tv/
Photographic storytelling approaches.
O Americanphotojournalists.com: www.americanphotojournalist.com
A site by photojournalists for photojournalists.
O National Geographic: www.nationalgeographic.com/photography/
O Time: www.time.com/time/photoessays/
O Washington Post: www.washingtonpost.com/wp-dyn/photo/
O First Amendment Center: www.firstamendmentcenter.org Information on First
Amendment freedoms.
O Poynter Online: www.poynter.org/ Bills itself as a resource for “Everything you need
to be a better journalist.”
story. Can you offer a few tips on how a
student photojournalist might go about
selecting storytelling images?
Sonya: Editing your own work can be
difficult because you were on the scene. It
can cloud your judgment about whether a
photograph communicates what you think
it’s communicating.
Choose your favorite five pictures and
show them to someone. See if she responds
to one, then ask her why. It’s a good way to
get feedback if you’re not on deadline. [Also],
always look for pictures with intimacy,
emotional or physical, where the
photographer broke the arms-length
approach and moved in close.
Think about what you’re trying to
show. Does any one picture accomplish
that? When you’re photographing,
try to summarize the scene in a
single image. This means thinking
about the main characters, the
action, the emotion, the quality
of light—all of these elements
coming together in a single storytelling
image.
Immerse yourself in visuals. Take in as
many pictures as you can: at museums, in
books and magazines (theNational Geographic
sets the standard), in the newspaper, and
online. When you’re watching movies, think
about the light created by the
cinematographer and how shadows fall.
Check out the resources. Visit
www.nppa.org, the professional organization
of American newspaper photojournalists.
Its Web site features photographs that won
its annual and monthly competitions. Very
inspirational. Another famous
photojournalism competition is “Pictures of
the Year,” which you can findatwww.poyi.org.
Adviser & Staff: As a photo editor at
a major metropolitan newspaper, what do
you look for in a strong storytelling photo?
Sonya: I look for a picture that gives me
a kick in the stomach. If I react to a picture
the first time I see it, it’s a keeper. That’s the
emotional level. Then I think about the
visual information the picture conveys and
whether it will connect with a reader to
advance her understanding of the story.
13

teamwork business
fall2005
Dream it. Then do it!
Six tips for boosting the
yearbook budget:
Turning dreams into
reality requires more than
wishful thinking. To produce
the yearbook you want, you’ve
got to think like an accountant
and calculate the dollars and
cents of income and outlay.
Getting fiscally fit is the first step to a
happy, healthy yearbook experience.
Here’s a quick overview of some of the
many ways you can pump up your finances.
Sell More Books
Get the word out. Reach students, parents,
and community members through flyers,
mail-in order forms, in-school banners, ads
and articles in the school newspaper and the
school’s parents’ newsletter, announcements
on your school’s Web site, over the school’s
PA, or through a Channel 1 commercial.
Insert order forms into school picture
packets or report cards to grab parents’
attention.
Hold a pizza-party-phonathon for
yearbook staff members. Call parents of
students who haven’t yet bought a book to
see if they’d like to purchase one.
Expand your list of potential buyers. Think
beyond the obvious. Approach local doctors,
dentists, insurance agents, and attorneys to let
them know a yearbook is a great addition to
their waiting rooms and reception areas.
Contact real estate agents. Their clients
often ask about area schools. What better way
for them to provide a service and provide
information than to show the high school’s
latest yearbook.
Think ahead. Sell books to the senior class
sponsor to be auctioned off at future class
reunions.
Mail letters to businesses asking for
donations to purchase books for students who
can’t afford them.
Sell More Ads
It doesn’t take the financial IQ of a CPA to
realize that you have to cover the costs of
producing your yearbook.
Book sales help. But with a little more
muscle, you can be lifting your yearbook
revenues to new heights.
PDA ads are a popular way to beef up
your bottom line. Many schools boost their
yearbook budgets by thousands of dollars
each year selling PDAs. In some schools
• PARENTAL DISPLAY OF AFFECTION (PDA).
Parental Display of Affection (PDA) promotional materials
are available through Jostens Marketing Services. Place
your order at www.yearbookavenue.com.
PDAs are called personal ads, senior ads, baby
ads, buddy ads, or senior salutes. They’re a fun
way for family and friends to recognize their
favorite students. PDAs generate greater
interest in the book, often resulting in an
increase in book sales.
Business ads are a time-tested way of
generating income. Start your campaign to
local businesses in the summer, if possible, to
gain an edge over other area schools. Present a
professional image. Pay attention to detail and
keep accurate records. Provide information on
ad sizes and costs, as well as statistics on teen
buying power. Offer a variety of options
including school vendor ads and page
sponsorships.
Sponsored banners offer businesses
the opportunity to get their store or
company’s name in front of an interested
[1]
[2]
[3]
[4]
[5]
[6]
Crunch the numbers to see
how much money you'll need to
finance your yearbook.
Create a detailed budget plan.
Brainstorm ways to generate
revenue.
Sell more business ads, PDA
ads, and sponsored banners.
Offer yearbook add-ons, like
personalization, icons, and music
or national/international current
events CDs.
Raise additional funds
through yearbook-sponsored
special events (fundraising
dances, car washes, distribution
parties, etc.).
group of potential customers. Sponsoring a
banner in the gym to celebrate the school’s
state football championship, congratulate
seniors, or promote National Honor Society
students is a great way for business owners to
spread good will and reach a wider market for
their goods and services.
Sell Yearbook Add-Ons
Offer students the chance to accessorize
their yearbook.
It’s fun, easy to do, and is a great budget
boosting opportunity.
Choose from a variety of yearbook-related
products, such as: personalization, icons, and
CD supplements that include popular music,
national and international current events, and
more. Set a price above cost and watch the
income grow.
Offer value-added packages, too. Bundle
several add-ons into basic and deluxe packages
to generate buzz about these options. A Basic
package might include a music CD and one
line of personalization, with a second line of
personalization FREE. Or, go Deluxe and
offer the music CD, two lines of
personalization, an autograph section plus one
FREE personalization icon and a FREE clear
protective cover.
Open students’ worlds with a CD
supplement that includes the sights and
sounds of the year’s major current events in
national and international news,
entertainment, sports, and science-technology.
Bundle this option with every yearbook,
pricing the book to cover your costs. Or
promote the CD as an additional add-on
during your yearbook sale.
Other fun ways to boost
your budget
Special fund-raising events can pump up
your bottom line and increase awareness of
your yearbook at the same time.
The possibilities are limited only by the
scope of your imagination. Consider hosting
a school dance, a distribution party, or a car
• YEARBOOK ADD-ONS.
Student add-ons, such as personalization and photo
pockets, can increase your yearbook budget as well as
give students a more customized book.
wash. Or ask a local business to co-sponsor a
fund-raiser for your yearbook program. Your
local pizza parlor might be open to a pizza
party night in which a percentage of the
profits are donated to the yearbook.
Whatever you choose, make it fun and
easy. And keep your expenditures to a
minimum. Remember, the goal is to bring
more cash into the program, not over-pay to
promote the event.
Plan. Plan. Plan.
No matter which budget-boosting options
you choose, be sure you plan your approach.
Don’t hesitate to talk with local businesses
you’re working with. They’ve got a lot of
experience to offer. Be flexible and adjust
your plans as needed. Go with the flow. With
the right balance of initiative and patience,
success will come, in time.
14
15

gallery
Winning entries display content
in a creative, reader-friendly way
2005 InDesign
Design Contest
winners announced
fall2005
2006 CONTEST: Jostens and Adobe will co-sponsor the
SUBHEAD: Subhead copy needed here.
InDesign Yearbook Design contest again in 2006. Entry
information will be available in November 2005.
• Grand Prize Design
Grand Prize
Kendra Butterfield, Great Falls High School, Great Falls, MT
Linda Ballew, adviser
Prize: Laptop computer with Adobe Creative Suite software
1st Place
David Bond, Richmond High School,
Richmond, IN
Ann Herrman, adviser
Prize: Adobe Creative Suite software
2nd Place
Matt Schroeter, W.F. West High School,
Chehalis, WA
Bekah Angus, adviser
Prize: Adobe InDesign software
3rd Place
Kathryn Quanstrom, Arrowhead
Christian Academy, Redlands, CA
Crystal Kazmierski, adviser
Prize: Digital camera
Judges carefully studied the 892 entries
in the 2005 InDesign Yearbook Design
Contest before recognizing 15 middle
school and high school students for their
creativity.
The winning designs displayed an
awareness of accepted yearbook design
standards while effectively presenting
visual and verbal content in a creative,
reader-friendly way. Each participant
submitted a complete yearbook spread
designed using Adobe InDesign software.
Grand Prize Design
Kendra Butterfield
Great Falls High School, MT
1st Place Design
David Bond
Richmond High School, IN
2nd Place Design
Matt Schroeter
W.F. West High School, WA
3rd Place Design
Kathryn Quanstrom
Arrowhead Christian Academy, Redlands, CA
Special Recognition Design/Middle School
• Zac Glasser, Rawlinson Middle School,
San Antonio, TX
Special Recognition Designs/High School
• Mary Bradberry, South Point High School,
Belmont, NC
• Carly Fox, Beachwood High School,
Beachwood, OH
• Kassia Karr, Brookfield Central High
School, Brookfield, WI
• Emily Kelly, Louise S. McGehee School,
New Orleans, LA
• Kristian Marlow, St. Thomas High School,
Houston, TX
• Jennifer Marshall, Minnetonka High
School, Minnetonka, MN
• Linda Pham, Columbia River High School,
Vancouver, WA
• Nicolas Weist, Davenport Central High
School, Davenport, IA
• Lisa Westbrook, Bryant High School,
Bryant, AR
• Jessy Yang, Alief Kerr High School,
Houston, TX
•1st Place Design
• 2nd Place Design
• 3rd Place Design
• MAKING IT CLICK.
The popular Making It
Click desktop
publishing
curriculum is
now available
for InDesign
CS/CS2. The
binder features
the popular
format used
for previous
InDesign and PageMaker
editions and includes an
instructor CD containing
PDF files. Making It Click
sells for $70 and is
available in Mac [item
2012] and Windows [item
2013] versions. To order
call Jostens Marketing
Services at
1.800.972.5628 or visit
YearbookAvenue.com.
• STUDENT GUIDE.
The Making It Click
Student Guide is a
companion
piece to the
Making It
Click InDesign
CS/CS2
binder. This
36-page
publication
highlights
basic skills
required to
produce yearbook spreads
using InDesign CS/CS2
and Jostens YearTech. It is
suggested that a copy be
purchased for each
student. The Making It
Click Student Guide [item
2014] sells for $5. To order
call Jostens Marketing
Services at
1.800.972.5628 or visit
YearbookAvenue.com.
16
17

gallery
fall2005
Web-based designers
create dazzling spreads
CREATE IT ONLINE: These cool spreads were produced by
staffs using Jostens YearTech Online, a revolutionary
Web-based publishing tool on YearbookAvenue.com.
• PICTURE PERFECT.
Outstanding photography
makes a strong statement
on this opening spread.
The “Beyond an Image”
theme statement appears
as a headline at the
bottom of the theme copy.
Rule lines serve as a
simple and effective
graphic accent.
[Maine East High School, IL]
• TOP 10 LIST.
A fun-to-read top 10 list
is used on this academics
spread covering field
trips. Five photographs
are included in the
creative presentation.
A tint of black is used
to accent the content.
[Tabb Middle School, VA]
• GRAPHIC ACCENTS.
Graphics are used effectively to make this
opening spread sizzle. The lower module
of the spread uses orange to highlight the
presentation of six, square photos. Thin rule
lines are also used to accent and unify the
square photos. A solid black background is
used for the spread's top module. The use
of orange for the headline, visually links the
top and lower modules.
• COLORFUL
COVERAGE.
Bright color blocks are
used to emphasize the
photo modules on these
academic section pages.
Single-page design works
effectively with a page
allocated to each of the
school's academic
departments. Thin rule
lines are used to create a
unique headline, story and
photo module at the top of
each page.
[Atlanta Girls' School, GA]
• COOL COPY.
Creatively written copy
is displayed in a cool
way on this spread
introducing the senior
section. The story begins
with a large point size
and the point size gets
progressively smaller.
On the right page, a
highly-effective photo
balances the copy
presentation on the
left page.
[Woodstock High School, GA]
[University Liggett School, MI]
18
19

teamwork advisers
fall2005
Making the grade
Six curriculum best
practices tips:
For advisers, producing a yearbook is only half the story.
Developing and using a curriculum, then grading staff performance
add even more twists and turns to the intriguing plot.
Creating a “page-turner” yearbook isn’t
easy. That’s why Adviser & Staff asked two
advisers to share a conversation about the
high points and the challenges of teaching
and advising a yearbook.
Here’s what both advisers had to say about
making the grade.
Teaching yearbook
THE CHALLENGES
Lizabeth: Every year is different. I don’t
know of a single adviser who can teach things
in exactly the same way, or manage their
staffs in exactly the same way for two
consecutive years. Kids are different, and
their maturity levels differ, so each year is a
new experience.
Christine: Every student has unique
talents. I found the most challenging aspect
of teaching yearbook to be assessing the
individual product. By that, I mean I found
it nearly impossible to give inspirational
feedback when a student believes what he
or she created is amazing, when maybe it
actually needs a lot of work. That was tough!
THE REWARDS
Lizabeth: I love the kids who tell me that
they want to become involved in journalism
Lizabeth Walsh,
yearbook adviser at Reno
High School, Reno, NV, is a
14-year veteran. Last year
she and her Re-Wa-Ne staff at
Reno earned an All-American
rating from NSPA with four
marks of distinction.
or design, and even journalism teaching.
I love that I’m feeding the profession of
teaching as well as the profession of
journalism. Kids are finding a niche that
really interests them because of what they
are experiencing in my classes.
Christine: The students were most
definitely the most rewarding aspect of
teaching yearbook. Their different
personalities and their smiling faces were
an inspiration to me when deadlines were
looming and things got hectic. They stayed
after school, came on weekends, and made
yearbook class an enjoyable and very cool
place to be.
Producing yearbook
THE CHALLENGES
Lizabeth: The hardest part of advising
yearbook is getting kids to realize that
deadlines are not negotiable and that every
day they choose not to complete a spread
affects everything else in a domino-like
progression. If Bob doesn’t finish on time,
he needs the computer tomorrow, when Sally
also needs it to do her work. If Sally can’t get
her spread done, then Ken can’t do his
editing. If Ken can’t edit, then I can’t assign a
grade, because the work is incomplete. It’s a
horrible chain reaction. Not finishing on
time isn’t like choosing not to do your math
homework one day. It’s like choosing to steal
everyone’s math books.
THE REWARDS
Lizabeth: I love how excited the kids are on
the delivery date. The buzz that is in the air
on distribution day is really thrilling. I’ve
gotten used to the fact that there is no such
thing as a perfect yearbook. We keep
our eyes on the following year, but we bask
in the excitement of the current book.
Christine: The most rewarding part of
producing the yearbook would have to be
reminiscing about completed spreads,
laughing and “remembering when…” Many
a good time was had on many an evening
and weekend, and it was really nice to look
back and remember those times. Inside jokes
and funny phrases created a more family-like
atmosphere than in a classroom.
Making changes
WHAT WOULD YOU DO
DIFFERENTLY, NEXT YEAR?
Lizabeth: I am going to pair kids up on
assignments, and I will have an editor make
sure that at least one of them is at every event
for every team. Photographers will have to
have a camera physically on their person
every school day. These will actually be
assignments with point values, so if a kid
doesn’t go, she loses the points.
Christine Courage,
yearbook adviser at North High
School, Bakersfield, CA,
completed her first year during
the 2004-2005 school term.
[1]
[2]
[3]
[4]
[5]
[6]
Set high standards of
journalism professionalism.
Expand your yearbook
knowledge by attending
summer workshops and
classes.
Make learning fun. Balance
in-class lectures with hands-on
activities.
Set realistic goals to meet
your deadlines.
Pair new staff with
experienced staff members
to assist in skills-learning.
Encourage students to stretch
their brains and their talents:
think outside the box.
Some returning staffers will take on
leadership roles as mentors, with the idea that
doing so will serve as a training ground for
future editorial positions. They will still
participate in class, but they will be expected
to step up and do extra in the beginning.
Christine: It was my first year teaching
yearbook and I knew absolutely nothing of
the proper programs, techniques, and
curriculum, going in. I am pretty sure my
teaching would remain the same. I used a
friendly, team learning style teaching
approach. I knew nothing and the staff knew
nothing, so we learned together. Next year,
I will know something and many of my
returning students will be able to teach the
new students. All of us can learn even more
about the cool components of PageMaker,
Photoshop, InDesign, and Yearbook Avenue.
HOW IS YEARBOOK DIFFERENT
FROM OTHER CLASSES?
Lizabeth: Yearbook is a class about how to
succeed in the real world. It’s teaching kids
how to be good workers and contributors in a
real-life work situation. If kids can’t do the
job on time, they lose points.
Yearbook class is not like learning how to
do a math problem or identifying sentence
parts. It’s learning to come to work ready to
work, getting the job done in a small amount
of time, and learning to work with all
different kinds of people—even those we may
not like.
Kids learn to search for answers and dig
deeper. They learn about taking pictures,
capturing moments, designing layouts that
will capture people’s attention, editing their
work and the work of others to make it as
good as it can possibly be. It’s not a class
about “boring stuff we may not use again.”
Christine: I am an English teacher and
when my English class students walk in, they
get their things together, hand in any work
due, and sit quietly. We have fun, but the
majority of the period is spent in the teacherto-student
fashion. In yearbook, my students
have a computer lab at their disposal and
20
21

advisers
fall2005
when they walk in, students know
what they’re working on and
simply get to work.
Grading
THE INS & OUTS
Lizabeth: Each year, I do
something different, then look
back at what happened and
change it again. I’m never satisfied
with just one system.
Measurement standards like
personal performance, timeliness,
quality, and teamwork all go into
assessing a student’s grade, just as
they would apply to assessing a
worker’s ability and advancement
in the real world. Using a rubric
works best for this kind of grading,
and I am always fine-tuning that.
Christine: I will admit I had no
earthly idea how I was going to
grade the first half of the year.
I graded on attendance and
willingness to learn. I had a hard
time critiquing their spreads. At
times, students felt it was their best
work and I couldn’t take that away,
so I would stay late and fix it.
By the beginning of the second
semester, I realized I needed to
toughen up. I began grading on the
amount of time and effort spent on
a given assignment and the level of
dedication to their individual
projects. It ended up not working
as well as I had planned because
some pages required a ton of extra
work while other pages required
minimal effort.
At first, performance evaluation
was based on the student just
being on task. It evolved to
completing the task by the
deadline and completing it well.
Grading the quality of the
project was the most difficult. It is
always hard trying to mesh 26
different styles into one cohesive
yearbook style. I ended up
grading on the effort put into the
page. I paid for that weakness by
having to put in nights and
weekends of my own time to
improve the product.
Luckily I had few problems
with my staff's ability to work
well as a team. Most students
were friends outside of class, or
just simply respectful people. I am
hoping I am as lucky next year.
RANKING STAFF
PERFORMANCE
Lizabeth: I rank staff
performance on:
1. Timeliness
2. Teamwork
3. Personal performance
4. Quality
We can always fix quality by
having someone edit and make
alterations, but when there’s
nothing there we can work with,
there’s nothing there to fix.
Christine: I rank staff
performance on:
1. Teamwork
2. Quality
3. Timeliness
4. Personal performance
To me, the most important
criterion is the ability to work
together as a team. Next comes
quality of the product. Having a
quality yearbook to take pride in
is essential. Timeliness is key but
if it affects the quality, it can be
stretched. I know performance is
key, and without it yearbook is
lost, but all of the other elements
of teamwork, quality, and
timeliness seem to cover the actual
performance.
APPLYING CURRICULUM-
RELATED ISSUES TO
YEARBOOK
Lizabeth: Yearbook may or may
not be an elective class in various
states and districts. That makes it
almost impossible to create a set
of expectations that adequately
meet state standards and other
curriculum-type issues. I always
ask what they expect the kids to
be able to do when administrators
want a specific set of expectations
met. Then I show them how
yearbook fits into that. We do
math, social studies, writing,
editing, reading, computers, art,
and sometimes even foreign
languages in yearbook. Science is
about the only thing we don't do
in yearbook.
Christine: Being a relatively
new teacher, I have depended on
the state standards for English.
There are no [state] standards or
benchmarks for yearbook.
Essentially, I learned as I taught,
and made mistakes and enjoyed
successes. I believe the major
distinction would be a lack of
support from colleagues. As an
English teacher, I have 16 other
people to ask questions of or pose
ideas to. As the only yearbook
teacher on campus, I am on my
own.
Getting the help
you need
RESOURCES, REFERENCE
MATERIALS, TOOLS, AND
MENTORS
Lizabeth: I have assimilated
all the textbooks and conference
sessions I’ve ever experienced in
my time as an adviser into the
“Lizabeth Walsh yearbook
curriculum.” It’s a gigantic
melting pot of teaching ideas
and suggestions.
Christine: My greatest resource
was my yearbook representative.
She was there for me every time I
needed her, without fail. I laughed
with her and cried with her. What
a blessing she turned out to be. I
can honestly say, without her
assistance and support, I would
not have been successful.
Closing thoughts
Lizabeth, what five tips would
you give to a first-year adviser?
1. Never tell your kids the real
deadlines. Set your class deadlines
very early, giving yourself leeway,
to provide the cushion you’ll
need to edit and upgrade layouts
after your staff turns in what they
think is good enough.
2. Find a way for your staff to
bond with each other. Kids don’t
work well with each other when
they don’t like each other. That
is something you will have to
teach them to do, but it’s easier
if you just help them bond early
in the year.
3. Do what you can with what
you have, but don’t be afraid to
ask for more. Oftentimes,
administrators will do a lot to
keep a yearbook adviser happy,
rather than having to replace
(another) yearbook teacher.
Invite your administrator to a
work night or class period.
Don’t be afraid to ask for an
additional prep period or higher
stipend. You should be
compensated for your time and
effort. Ask your rep to provide
you with teaching materials,
advice, other advisers’ names,
and contact information so you
can find a mentor.
4. Don’t take it personally. Don’t
expect to please everyone. You
can’t. Do your best to make
people happy, but don’t freak out
when they complain.
5. Keep a journal or a calendar.
Write down what went well and
what was awful. Some days, there
will be little to report. Don’t stop.
On days when you have a
problem, write down what
happened and how it could have
been avoided. On days when you
come across a great idea, write it
down.
We wrote the book on
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Teaching materials in the 1,2,3 Teacher’s
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“Effective advisers have to change something about their teaching or
managing styles every year. If I did everything the same way I did the
first year or the tenth year, I’d be a wreck, and the staff would not benefit.
It’s important to be green and growing, instead of ripe and rotting. Change
is good...especially when trying to find what works for each new staff.”
— Lizabeth Walsh, Reno High School, Reno, NV
“I found out early summer before the 2004-2005 school year began that
I would be teaching yearbook. I was excited to take on such a fun task.
I thought of how many exciting elements I could add to our book and the
different stylistic changes I might make. To have my name on such an
eternal memoir of my school was thrilling!”
— Christine Courage, North High School, Bakersfield, CA
22
23

over&out& out
Mastering the art of meeting deadlines
From Academics to Skateboarding,
we’ve got you covered.
Deadline—the mere mention of the word is enough to
cause even the most seasoned advisers to break into a cold sweat.
Missing a deadline is ulcer-producing. Meeting one calls for
serious celebration.
Few advisers have been as fortunate in
sailing over the deadline hurdle as Kent
Riach, yearbook adviser at Woodsville High
School, Woodsville, NH.
In his 23 years as an adviser, Riach and
his staff have missed only one deadline—and
that slip-up occurred long ago, during Riach’s
first year of advising.
That’s a feat for the advising record
books.
Organization and attention to detail are
Riach’s double-mantra. “Always leave a
cushion of a week before
deadlines to clean up loose
ends,” he recommends.
With the wisdom of one
who has dedicated his time
for nearly a quarter of a
century, his deadline
Kent Riach
24
advice is straightforward:
“Create weekly production
sheets that students have ownership of.
Manufacture wall charts that visualize work
and works-in-progress. Meet each week with
section chiefs and really listen to their
concerns. Work alongside your staff so they
can see you’re interested in the book just as
much as they are.”
One of the things that Riach enjoys
most about being an adviser is “the
satisfaction of working with a hard-working,
dedicated staff.”
His least favorite, ironically, is “crunch
time before deadlines when the computers
freeze.”
Riach’s advice to rookie advisers is as
timely today as it was 23 years ago when he
began.
“Know what you’re getting into and have
a plan of action before you begin. There is
nothing more frustrating than to be
disorganized when undertaking such a
monumental task.”
This past spring, Riach retired from
advising. To honor his contributions and to
celebrate his exceptional service, his yearbook
staff created a special page in their 2005
yearbook.
It’s a fitting tribute to the monumental
way in which Riach was on time, all the time.
“Always leave a
cushion of a week
before deadlines
to clean up loose
ends.”
• THANKS FOR THE
MEMORIES.
After 23 years advising,
Kent Riach is retiring.
His 2005 yearbook staff
honored him with a
special page in the
yearbook.
With a wide range of icons to choose
from, students are sure to find the
perfect way to express their personality.
And by selling personalization at
our suggested retail prices, that
means a bigger budget for building
your book.
Get into it.

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ATTENTION: Yearbook Adviser & Staff
Printed in USA. ©2005 Jostens Inc. 05-0422