The position of yearbook adviser can be a tough one, especially in those first few years on the job.
For all the experienced advisers out there who now know the ropes, if you could go back to those first few years what would you go back and do differently?
Give us your comments below!
{ 1 comment… read it below or add one }
When I was “handed the keys” to the yearbook class, the outgoing adviser told me that I wasn’t to worry, the kids knew what to do. She spent less than an hour with me to share her 30+ years’ experience. My mistake was to rely on the students and stayed out of their way while they put the yearbook together. They lost all respect for me as an adviser, and basically ignored me, sharing little of their information.
The second year is just coming to a close. I was more actively involved with the production, but still did not have a good idea of how to conduct the class. The editor would not meet with me outside of class and spent class time plugged into her computer. Against my better judgement, I went with the path of least resistance and let the staff control the situation. Never again!
I have one returning staffer, who will be one of my co-editors. She is quiet and shy, but knows the routine as far as assembling the book. I located and brought on board another student, who is brash and pushy (as well as dedicated to succeeding at her endeavors) who will wrangle the unwilling staffers. I will not know who my staffers are until after the office assigns students to individual classes. I will receive students who need an elective at that time. Not the best situation, and the editors have been clued in that they need to work with me to compensate for that problem.
Both editors know I expect them to meet with me at least once a week outside of class. They understand that I will be taking a more active role in pushing deadlines, fundraisers, sales campaigns and mini-lessons. I will not dictate the content or style of the book, but I will hold the students accountable for including more copy, more candids, and for greater inclusion of the students who are not seniors, in sports, in clubs or are the ASB officers.
That was my one real success this year. I was able to talk my editor into breaking with tradition and include more of the underclassmen, as well as limiting the number of times any one student could be portrayed (just because X is in every club and sport does not mean that X should also be half the candids).
This fall, as my group coalesces, I will figuratively crack the whip. The faint of heart might run to the counselor and beg out–that’s OK. The rest will understand I am in charge (even though they have all the editorial say). That’s what I’m doing differently this upcoming year.