Vol. 33, No. 1StetMichigan Interscholastic Press Association

October 2005

InsideWhy Journalism?

3Workshop Wrap-Up

5–10What do you make for advising publications?

11

Cover photo by Tiffany Gaston of Cass Technical HS at the MIPA Summer Journalism Workshop

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Stet

Stet is the official newsletter of the Michigan Interscholastic Press Association, an agency of the School of Journalism at Michigan State University. Stet is published four times a year by the MIPA executive director and MSU students.

Send letters to the editor and advertising inquiries to mipa@msu.edu. The MIPA Web site is maintained by Josh Tacey and Cheryl Pell.

Web site: www.mipa.jrn.msu.edu

StetBrian Wilson, Waterford Kettering HS

Rod Satterthwaite, Dexter HS

Sandra Strall, Carlson HSKim Kozian, L’Anse Creuse HS North

Jeremy Van Hof, Grand Ledge HS

Cheryl Braford, Portage Central HS Nikki Schueller, North Farmington HS

Julie Price, Haslett HS

Gloria Olman, retired, Utica HS

Betsy Pollard Rau, H.H. Dow HS

Vacant

Diane Herder, Laingsburg HS

Lynn Strause, East Lansing HS Jeff Nardone, Grosse Pointe South HS

Cheryl Pell, Michigan State University

Penney Aiken, MSU Student

Ashley Watkins, MSU Student

President1st Vice President

2nd Vice PresidentSecretary

TrusteeTrusteeTrustee

Newspaper ChairLegislative Chair

Workshop ChairMiddle School Chair

Broadcast ChairYearbook Chair

Hall of Fame ChairExecutive Director

MIPA Office

MIPA Officers 2004-2005

Brian Wilson Waterford Kettering HS

The President’s Column

MIPA305 Communication Arts BuildingMichigan State UniversityEast Lansing, MI 48824-1212

Phone: 517-353-6761Fax: (517-355-7710

Oct. 3, 2005 Fall Conference

Nov. 3, 2005 Junior High/Middle School Conference

Nov. 10–12, 2005 JEA convention in Chicago

Nov. 15, 2005 Fall yearbook deadline

Dec. 15, 2005 Late fall yearbook deadline

Feb. 24, 2006 Deadline for contests

March 4, 2006 Judging at MSU

April 25, 2006 Spring Conference

MIPA Calendar

M y friends were right when they told me how great teaching would be because we get the summer off. After all, I left Michigan for the University of Southern

Mississippi at 4:00 on June 15, approximately five hours after giving two final exams that morning. I spent seven weeks getting 12 masters credits and writing 129 pages worth of papers (I counted). On July 30, I drove the 16 hours back to Michigan, spent a grand total of 10 hours in my own home, and left to teach at MIPA’s summer workshop for a week. Six days later we had 800 yearbooks to sell at our high school’s registration.

And now, I’m teaching language arts again, talking to editors about finalizing our theme again, and brainstorming story ideas for the first issue of the newspaper (again!). Yeah, they were right on the money, my lawyer and accountant friends, about this piece-of-cake teaching gig. I feel like such a slacker.

I think my problem is that there are too many different things I enjoy doing. I love advising yearbook and newspaper, I love to coach baseball and the spirit week powder-puff football team, I love (OK, maybe like) being a class sponsor, I love helping the school’s photography club, I love reading and dissecting the literature that is part of the eleventh grade English curriculum. In fact, if this job could somehow get done without me having to read a zillion essays and research papers, I believe this might be as close as you could get to a perfect

occupation.The problem lies in the fact that there isn’t enough

time to do all of these things. I’m sure many of you feel the same way. Not only do we have too much on our plates already, but we also are continually adding more. Most days, in addition to thinking about the things I’m currently doing, I’m thinking about all the cool things I’m not doing. At various times, I’ve thought that it would be cool to have a book club, teach a film class, advise video productions, put together a killer slide show for the senior class, develop an on-line newspaper, go to the JEA spring conference, teach at some workshops in other states, help students create a school sports publication, instruct desktop publishing courses at the community college, take some photography classes, freelance for a newspaper, and write the great American novel. All I have to do is not ever sleep. Also standing in the way of these dreams is my decision, for the first time ever, to actually cut down on my involvements.

You see, starting this fall, I have implemented the Extra-Curricular Activity Reduction Plan (ECARP). I started out by making two decisions: one was to not coach and the other was to not be a class sponsor. I was thinking that somehow I would have more time to, you know, just goof off. Of course, I broke the first rule of ECARP (“stop agreeing to do stuff”) when I willingly offered to help run the photography club,

Please see PRESIDENT’S COLUMN, page 4

Teachers get summers off? Yeah, right.

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If you hang around any place long enough, you too can become an expert or at least,

like me, what passes for one. The last few years, I’ve been

interviewed first regularly by uni-versity students who think they want to teach journalism in public schools or who for whatever rea-son need information about Texas public school journalism.

It’s very flattering. Like every-one else, I love being interviewed, if but for the opportunity to feign outrage at being misquoted, know-ing it’s better to be interviewed and misquoted, than never to have been interviewed at all.

So I’ll put just about anything on hold to wax philosophic, even if it’s on a topic as arcane as scho-lastic journalism. I’m never asked about art, politics, religion, music—the juicy stuff—even though I pos-sess extraordinary knowledge and quite quotable opinions about each. Their loss.

This summer, a delightful young woman dropped by to interview me for a paper she was writing on—what else?—high school journalism. Here’s what I told her:

Certain administrators see stu-dent publications as an extension of the school’s public relations effort. As such, content consists of how proud the students are of their school, how successful certain kids were in this, that or the other, and, in general, how happy everyone is just to be there.

It’s full of compulsory enthusi-asm. Kind of like a pep rally.

No one reads these publications. Students scan them, looking for their names or the name of a friend. If they’re a member of the Spanish Club, they may read the Spanish Club article, if only to see if they were mentioned (The Span-ish Club met and et. Members of the Spanish Club include...). These publications adhere to the “names are news” philosophy of journal-ism, which means they’re written with all the panache of the a tele-phone book.

One theory of communication states that the media do not tell people what to think. They tell people what to think about. If that’s the case, these publications suggest to readers that nothing worth thinking about has hap-pened, is happening or will happen.

Certain other schools and com-munities expect more from their journalism programs than public relations. They expect the journal-ism programs to be a vital part of the school’s basic educational mis-sion, which should be to teach stu-dents to think. I assume that is why we have schools, although I must admit that I felt wildly exhil-arated that first day of class. So far as the first few weeks of class are concerned, I’m just glad my daughter, a third grader, is out of my hair.

Even if parents pray for a quick end to summer vacation, they still want their schools to be more intellectual than janitorial. And

few taxpayers honestly believe the most challenging challenge facing American education is bad PR. Most suggest that too many high school graduates can’t read, write, cipher and/or, in general, think.

So how does journalism figure in here?

• First, a journalism-based pub-lications program is firmly com-mitted to basic language arts skills, but goes one step farther. The school’s journalists publish their work, and the value of this cannot be understated. Publication is one of the key proponents of a success-ful writing program, and in most schools, the newspaper or year-book are the only outlets for stu-dent writing.

Also, journalistic writing is meant to be read by an audience of peers, the most critical audience of all. This writing is powerful and visually compelling, as opposed to what most of what students write in schools—reports, essays, research papers—which are intend-ed to fulfill a requirement for a grade. It’s not expected to be read by anyone other than the teachers—and in some cases, not even by them.

Unfortunately, too many high school publications read as if they are written to satisfy some text-book standard of journalistic cor-rectness. I can always tell publications that are written for the teacher, and those written for students. The former are merely correct—kind of a “if you enjoy reading textbooks, you’ll love our newspaper” approach.

They publish lots of informa-tion—data— but contain precious little news. The stories require minimal thought and effort. For example: “The honor roll was released last week. Students who

WHYJOURNALISM?In this era of school budget cuts, do you find yourself forced to justify having journalism in the curriculum? Bobby Hawthorne is sending you some ammunition . . .

By Bobby Hawthorne

Bobby Hawthorne recently retired from his nearly 30-year career at the Interscholastic League Press Conference in Texas. He is author of The Radical Write, the ever-popular scholastic journalism textbook.

Please see HAWTHORNE, page 4

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made the honor roll include...” Or “This year, the Science Club

explored the world of science and learned many fascinating things. Members of the Science Club include . . . ”

Or “It’s volleyball season again! Members of the team include...”

Or “Halloween is next week. Halloween began in the Middle Ages. Students who plan to go trick or treating include...”

While such stories may con-sume 10 column inches on a news-paper page or yearbook spread , they can’t be confused with “writ-

ing.” Instead, think of it as data processing.

• Second, journalistic writing requires that students deal with issues that are relevant and timely to a student audience, that tell the readers something new.

Student journalists achieve this by isolating a theme, finding an angle, interviewing, observing, lis-tening—then writing. The purpose of the story is to inform, entertain, lead. It serves as an educational tool for both the writer, who must go through the writing process, and the reader, who learns some-

thing new by reading something interesting, even entertaining.

• Third, student journalists are forced to grapple with the conse-quences of their actions. If the content is unfair, unbalanced, inaccurate, incomplete, then stu-dent journalists must answer for it. If content is controversial, they must defend it, even if it is accu-rate, balanced, fair and complete. Either way, they learn something, if but that certain people think they know more about journalism than journalists, and that those same certain people generally believe the press only behaves responsibly when it muzzles itself.

• Fourth, student journalists must display some command of current events. They must see how global issues and events have local implications. For example, this summer, the Supreme Court hand-ed down several interesting rulings that’ll have an impact on educa-tion. The ban on graduation prayers comes to mind. In addition, the U.S., Canada and Mexico signed a free trade agreement. Will, and if so, how will it affect the local community? Who are stu-dents, teachers and administrators supporting in the presidential elec-tion, and why?

Journalistic publications attempt to show a relationship among international, national, state and local issues and events without rehashing the obvious. Students don’t need to be told that George Bush is running for re-

election and will face Bill Clinton in the November election. Those who do, don’t read the student newspaper anyway.

• Fifth, journalistic publications reflect the latest trends in design and graphics. They don’t look like a 1950 issue of Grit magazine. And they don’t just slap type and pho-tographs on a page. They balance complex spatial relationships to achieve visual clarity and appeal.

Many districts have invested in desktop publishing as a way of updating the look of their publica-tions, as well as teaching computer literacy.

• Finally, journalistic publica-tions are committed to the welfare of society at large and their com-munity in particular. They seek the truth, knowing that it changes daily and that one person’s truth may not be another’s.

There are risks to associated with journalistic publications. Arti-cles sometimes raise troublesome questions or touch on sensitive issues. Students are more prone to question authority, to ask why and how and, perhaps most important-ly, so what? Stories challenge the entrenched elites.

No one ever complains to the principal about silly or trivial con-tent in student publications. No parent ever calls to ask, “Why doesn’t the newspaper run fewer horoscopes, crossword puzzles and stories about SAT test dates and more stories on what it’s really like to be a teenager today?”

so admittedly, this is sort of a work-in-progress. And I already feel guilty about powder-puff because news of my resignation is beginning to leak out. Every day one of the girls on the team approaches me in the hallway and says “I’m mad at you.” I suppose it’s possible that I’ll feel an increased level of guilt when baseball season gets here, but to be honest, I think the program will be able to absorb the tragic loss of my 11-32 record as coach. Interestingly, though, my .250 winning percentage is actually slightly higher

than that of Detroit Lions’ President Matt Millen, and he just got a five year contract extension. Maybe I should stick with it. But I digress...

I guess the conclusion I’ve come to is that most of us are involved with these activities because, well, they’re fun. And I’ve realized that dropping one in order to have more time is never going to happen; something else will just take its place. Besides, I’ll have plenty of time to relax during the summer. The summer of 2028.

Hawthorne, cont. from page 3

“. . . a journalism-based publications program is firmly committed to basic language arts skills . . .”

President’s column, cont. from page 2

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500 students attended the 23rd year of the MIPA Summer Journalism workshop July 31–Aug. 4, at MSU. Although the week was one of the hottest of the summer, students and their teachers still accomplished a lot and had some fun while doing it.

Peggy Morton from Texas works individually with a student in her Feature Writing Class.

A student asks a question of one of the speakers on the plagiarism panel, which took place on Monday evening. Students also had the opportunity to attend a press conference with two MSU hockey players.

Chad Sanders, assistant director of the workshop, dressed up in a frilly, melon-colored tux for his role as MC for Karaoke. Classes had the chance to come up with a song related to the theme of the workshop and compete on Wednesday night.

Chelsea LaForge, Kenowa Hills HS; Eniye Odigie, Pearson Education Center; and Alanoia Lewis, Southfield-Lathrup, perform their Karaoke act. All three were in Kim Kozian’s Editor in Chief class.

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ABOVE: Students show off their Betsy Bucks during a class break.

LEFT: Sparty and Betsy Rau, workshop director, enjoy a moment during the opening session.

Tiffany Gaston of Cass Technical HS concentrates on her contact sheets in her photo class. Tiffany won a Sparty Award for the photo on the front of this issue of Stet.

Working on yearbook layouts are two students in the Editors in Chief class.

Sandra Birdiett, MSU School of Journalism faculty, shares stories of plagiarism at the issues seminar.

Steveie Watson of Ithaca HS hugs her adviser, Claudia McLoughlin, at Adviser Day on Tuesday.

Drew Miller (left) and Colton Fretter (right), members of the MSU hockey team, answer questions from students during the press conference.

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October 2005 ■ 7

WORKSHOP STUDENTS WHO

MADETHEGRADE We had some awesome workshop students this summer at Camp MIPA! We think all students are special, but the ones on this page and next stood out among their peers. A Sparty is the top award given at the workshop, and a Classroom Excellence Award is another high honor. Congratulations to all winners!

Name School Class Award Title

Jordan Angott Waterford Kettering HS YB Editor in Chief Theme Development

Vinny Baldiga Wayland Union HS Bus. Management Excellence in Business Management & Design

Ben Bauer Grand Ledge HS Adv NP Design Excellence in Newspaper Design

Lydia Belanger Traverse City East JrH Journalistic Writing Ethical Issues Interview

Katie Bickley Adlai E. Stevenson HS Adv YB Writing/Reporting Enthusiasm and Persistence in Participation

Hillary Bok East Grand Rapids HS Journalistic Writing Journalism Excellence

Ashley Bonem H.H. Dow HS Entertainment Writing Entertainment Writing

Markeese Booker Holt HS Covering Controversy Excellence in Reporting Controversy

Name School Class Award Title

Vinny Baldiga Wayland Union HS Bus. Management Business Management and Design

Helen Battersby Mercy HS PageMaker Newspaper Design

Laura Bodien Mercy HS Entertainment Writing Entertainment Feature

Laura Cavanagh Rochester HS Beg YB Writing/Design Yearbook Writing and Design

Laura Corser St. Johns HS PageMaker Yearbook Design

Kate Cowger Fenton HS InDesign Outstanding Design

Allison Fifolt Grand Haven HS Adv Descriptive Writing Best Writing

Chelsea Fogwell Lansing Catholic Central Journalistic Writing Ethical Issue Interview

Marian Fukuyama Adlai E. Stevenson HS Feature Writing Feature Writing

Tiffany Gaston Cass Technical HS Beg Photo CP Beginning Photo-Commercial Processing

Shauna Guellec Waterford Kettering HS Adv YB Design Advanced Yearbook Design

Jake Holmes Pioneer HS News Writing Best News Feature Story

David Hopper Plymouth HS Journalistic Writing Journalistic Writing

Maegan Houang East Lansing HS NP Editor in Chief Newspaper Editors in Chief

Jessica Kilgore Goodrich HS Theme Dev Theme Development

Heather Leek Waterford Kettering HS Adv Photo “Gonna be like James Nachtwey”

Lisa Luo Troy HS Intro Digital Introduction to Digital Photo

Janet Ma Rochester HS Page/Section Editors Personality Profile

Anna Malicke Mercy HS Adv NP Design Advanced Newspaper Design

Colleen Maxwell Mercy HS Sports Writing Excellence in Writing

John Monaghan Grosse Pointe South HS Leadership NP Exemplary Leadership

Maria Nuccilli Grosse Pointe South HS InDesign Best Designer

Anna O’Connor Haslett HS YB Editor in Chief Excellence in Design

Brendan O’Donnell GR Catholic Central HS Rethinking Your Pub Rethinking Your Publication

Alexandria Phillips Richmond HS Covering Controversy Controversial Reporting

Brittney Rhem H.H. Dow HS Adv NP Design Advanced Newspaper Design

Jamie Ritzer H.H. Dow HS Adv Photoshop Advanced Digital Imaging

Robert Rotell Central York HS Journalistic Writing Personality Profile

Melina Rozzisi North Farmington HS YB Editor in Chief Editorial Excellence

Jonathan Sheets Sylvania Southview HS Video Video Production

Sang Shin Okemos HS Adv YB Design Advanced Yearbook Design

Ashley Smith Goodrich HS Theme Dev Theme Development

Maria Srour North Central HS Opinion Writing Outstanding Performance in Opinion Writing

Nicole St. Pierre Dexter HS Journalistic Writing Journalistic Writing

Michelle Svetkoff Dexter HS NP Editor in Chief Newspaper Editors in Chief

Jessica VanFleteren Waterford Kettering HS Interm Photo Darkroom Darkroom Photography

Kara Vidakovich Waterford Kettering HS Interm Digital Intermediate Digital Photo

Sally Vonder Heide Hinsdale Central HS Adv YB Writing/Reporting Advanced YB Writing/Reporting

Anna Weiland East Lansing HS NP Editor in Chief Newspaper Editors in Chief

Morgan Wilson H.H. Dow HS Adv NP Design Advanced Newspaper Design

Courtney Young Seaholm HS Section Editors Best Overall Performance

Sparty Winners

Classroom Excellence Awards

Please see EXCELLENCE AWARDS, page 8

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StetName School Class Award Title

Brooke Bowen Plainwell HS Entertainment Writing Entertainment Writing

Brittany Braudo North Farmington HS Adv Photo Overall Excellence

Emily Briskey Warren Woods Tower HS Intro Digital Excellence in Digital Photo

Mike Carson Adlai E. Stevenson HS Sports Writing Excellence in Sports Writing

Ellen Chamberlin Grosse Pointe South HS InDesign Best Newspaper Design

Jeffrey Chenoweth Plymouth HS News Writing Commitment to the Craft of Journalism

Samah Choudhury Portage Central HS Opinion Writing Excellence in Opinion Writing

Emily Christensen City High/Middle School Adv YB Design Advanced Yearbook Design

Sara Colunga East Lansing HS InDesign InDesign Feature Page

Will Cook Fenton HS Intro Digital Excellence in Digital Photo

Alexandra Cornwell Okemos HS News Writing Most Likely to Make a Difference

Samantha Dawson Alpena HS Adv YB Design Advanced Yearbook Design

Robin Dennis Lake Orion HS Interm Digital Vision Award

Katherine DeVoursney Mona Shores HS Opinion Writing Excellence in Opinion Writing

Nick Dingeldein Lakota East HS Adv Photo Overall Excellence

Colleen Duffy Troy HS Adv Photoshop Creative Imaging Award

Sara Durkee Lakeview HS Rethinking Your Pub Rethinking Your Publication All-Star

Emily Erickson Novi HS InDesign Most Persevering Designer

Lisa Ermak H.H. Dow HS Sports Writing Excellence in Sports Writing

Simone Fabiilli Shelby Jr High Beg YB Writing/Design Award of Excellence

Lauren Fifolt Grand Haven HS Adv Descriptive Writing Excellence in Writing

Robbie Fisher Grosse Pointe North HS Page/Section Editors Personality Profile

Spencer Fort North Central HS Leadership NP Excellence in Teamwork

Zellia Fossett Cass Technical HS Journalistic Writing Personality Profile

Ben Frothingham Waterford Kettering HS Adv Photoshop Creative Imaging Award

Katie Gargalino Lakeview HS Adv YB Writing/Reporting Artistry and Bravery

Megan Geyer Adlai E. Stevenson HS YB Editor in Chief Editorial Leadership

Kendall Goode Dexter HS Adv NP Design Student’s Choice

Beth Grayeski Holt HS Rethinking Your Pub Excellence in Newspaper Packaging

Sarah Grether H.H. Dow HS Covering Controversy Excellence in Reporting Controversy

Sophie Hartman Plainwell HS Sports Writing Excellence in Sports Writing

Carrie Heidlebaugh Findlay HS News Writing Best Work Ethic

Darcy Hofmann L’Anse Creuse HS-North Rethinking Your Pub Excellence in Newspaper Nameplate Redesign

Kelly Howard Berrien Springs HS Leadership NP Excellence in Risk-Taking

Jonathan Ismail Grosse Pointe North HS Bus. Management Excellence in Business Management & Design

Elise Kaufmann Traverse City East JrH Page/Section Editors Ethics Policy

Matt Kownacki Plymouth HS InDesign InDesign Feature Page

Olivia Kozlowski Waterford Kettering HS News Writing “Most Improved Writer”

Chelsea LaForge Kenowa Hills HS NP Editor in Chief Above and Beyond

Danielle Leone South Lake HS Opinion Writing Excellence in Opinion Writing

Kati Lhotka Lakeshore HS Adv NP Design Excellence in Newspaper Design

Jessica Lipowski Troy HS NP Editor in Chief Excellence Award

Amie Maday Waterford Kettering HS Intermediate Photo DR Outstanding Portfolio Award

Ashley Madejczyk Lakewood HS News Writing Most Likely to Get the Story

Anna Malicke Mercy HS Adv NP Design Overall Design

Christina Maruna Hinsdale Central HS Theme Development Karaoke Queen

Ashley McAlpine Stoney Creek HS PageMaker Page Design

Sara McDaniel Okemos HS YB Editor in Chief Excellence in Design

Kayla Miller Alpena HS NP Editors in Chief Excellence in Leadership

Lauren Moran Grand Ledge HS Covering Controversy Excellence in Reporting Controversy

Becky Murphy City High/Middle School Interm Digital Print Quality

Emberley Neidhardt Garden City HS PageMaker Page Design

Andrew Nicholls Waterford Kettering HS Bus. Management Excellence in Business Management & Design

Eniye Odigie Pearson Education Center NP Editor in Chief Most Improved

Carol Park Adlai E. Stevenson HS Leadership NP Life Commentary Column Writing

Casey Parmerlee Muncie Central HS Adv Photo Overall Excellence

Ashley Partlo H.H. Dow HS Interm Digital Outstanding Single Image

Bridgette Peltier Richmond HS Journalistic Writing Profile

Kelley Peters Okemos HS NP Editor in Chief Excellence Award

Sarah Pohl St. Johns HS Beg Photo CP Excellence in Composition

Maya Reeves Grosse Pointe South HS Adv Descriptive Writing Excellence in Writing

Marta Robertson Sturgis HS NP Editor in Chief Best Editorial

Erin Robison Waterford Kettering HS Section Editors Excellence in Leadership

Nicole Rotondo Mercy HS Feature Writing Award of Excellence

Excellence Awards,

cont from page 7

Please see EXCELLENCE AWARDS, page 9

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Name School Class Award Title

Hillary Ruffe Loy Norrix HS Adv NP Design Best Nameplate Design

Spencer Ryan Dexter HS Adv Photoshop Creative Photography Award

Jayna Salk Waterford Kettering HS NP Editor in Chief Excellence Award

Sarah Schrader Bellaire HS YB Editor in Chief Editorial Leadership

Christina Schuessler Hinsdale Central HS Journalistic Writing Reporting Excellence

Mike Schultz Algonac HS Video Excellence in Video Production

Zach Schupbach Fenton HS Intro Digital Excellence in Digital Photo

Karen Seif GR Catholic Central HS Beg Photo CP Excellence in Assignment Shooting

Tiffany Shepherd Renaissance HS YB Editor in Chief Theme Development

Abbey Sherrard Seaholm HS YB Editor in Chief Editorial Leadership

Holly Simon St. Johns HS PageMaker Page Design

Haley Sizen Bellaire HS Adv YB Writing/Reporting Motivation to Improve

Kathryn Smith Adlai E. Stevenson HS Section Editors Most Prolific

Ben Solomon Ladue HS Video Excellence in Video Production

Gabriella Stern Pioneer HS Page/Section Editors Opinion Column

Branden Stewart Plainwell HS Adv NP Design Excellence in Newspaper Design

Katie Strang Lakeview HS Feature Writing Award of Excellence

Steve Thompson H.H. Dow HS Adv Descriptive Writing Excellence in Writing

Robert Thorson Grand Ledge HS Theme Development Most Prolific Designer

Amanda Vander Meulen Portage Central HS Feature Writing Award of Excellence

Jessica VanFleteren Waterford Kettering HS Interm Photo DR Outstanding Portfolio Award

Lisa Venable Hinsdale Central HS InDesign Best Theme Development

Calvin Walds Pearson Education Center NP Editor in Chief Most Improved

Mike Walton Grosse Pointe North HS Adv Descriptive Writing Excellence in Writing

Jenny Wang Novi HS InDesign InDesign Feature Page

Brianna White Waterford Kettering HS YB Editor in Chief Theme Development

Morgan Wilson H.H. Dow HS Adv NP Design Student’s Choice

Jennie Wood Rochester HS Beg YB Writing/Design Award of Excellence

Excellence Awards,cont from page 8

EXCELLENCE AWARD WINNER Ashley Partlo, H.H. Dow HS, took this photo for her Interme-diate Digital class. Students in several of the photo classes go to the Ingham County Fair every summer to shoot. Her instructor was Brian Roberts.

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SPARTAN AWARD WINNER Kara Vidakovich, Waterford Kettering HS, won accolades for this fun photo taken at the fair. She also took the photo of the police officer, bottom left.

SPARTAN AWARD WINNER Jamie Ritzer from H.H. Dow HS cre-ated this collage in Advanced Photoshop. Jamie’s instructor was Ike Lea.

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Newspaper1a. Is your newspaper produced in a classroom setting during the school day? 23/241b. If yes, do you get extra pay for doing the newspaper? 14/241c. How much? 1% of base pay 2% of base salary 2% of base–Ithaca HS 3% of $35000=$1050 5% of contract–Fraser HS $585 $1200–Southfield Lathrup $1200 $1200 $1200 $2700 first year $3500 both yearbook and newspaper combined was $5000 (I make more for yearbook)2. If your newspaper is an extra-curricular activity, how much do you get paid? 2/24 $1400/year 90% tuition decrease for 2 children (University Liggett School)

HOW MUCH ARE YOU GETTING

PAID?By Cheryl PellMIPA director

N o one advises a publication for the money. We all know that. We do it because we love

kids, and we love to see them excel, grow, learn and become. We do it because we believe in the creativity that our students possess and we believe they have important things to share with their peers . . . and with us.

We do it because we love words. We love photos. We love documentaries. We love well-designed pages. Hey, we do it because we simply love doing it.

But once in awhile, it makes sense to stop and assess the situation we find ourselves in. We know that we work a longer season than the football coaches, but does our pay reflect that?

The question came up this summer at the Adviser Workshops when a teacher asked what her counterparts at other schools were making.

We ran to the MIPA office, created a survey, passed it out to our audience at hand and grabbed some instant feedback. Some folks chose to put down their school name; others chose not to.

Now my research colleagues down the hall would scoff at the unscientific way we did this, and it’s nearly impossible to compare apples and oranges. After all, schools are all different, but we do hope our little informal survey will yield some benefit for you—maybe take you up a notch on the payscale or maybe make you feel more valued and more appreciated than you thought you were.

After all, you love what you do, and you deserve it.

Yearbook1a. Is your yearbook produced in a classroom setting during the school year? 25/261b. If yes, do you get extra pay for doing the yearbook? 21/26 1c. How much? .0875% of pay–Sterling Heights HS 2% or 5% of base pay 2%–Kalamazoo Central 5% of salary step increases each year 5% of contract–Fraser HS 6% of $35000=$2100 7% of base–Plainwell HS 8% of base pay–Dexter HS 10% of base pay–Holt School District 10% of base salary $1000 $1150 $1200–Traverse City $1200–Southfield Lathrup $1200–Athens HS $1200–Armada HS $1200 $1300–Orchard Lake MS $1800–Huron Valley School District both yearbook and newspaper combined was $5000 (I make more for yearbook)2. If your yearbook is an extra-curricular activity, how much do you get paid? 1/26 $2000/year (half in Nov; half in May)

Comments:■ Two years ago my school (Southfield-Lathrup HS) discontinued forensics, both class and extracurricular,

and gave the money to sports.

■ We have one publications class that must produce both the yearbook AND newspaper. (Athens HS)

■ Pay is much too low.

■ Love my job but there is definitely a lot of after class work. (Kalamazoo Central HS)

■ We have established one class which produces both publications. We have called it applied journalism. (Huron Valley School District)

■ It’s a class, but some kids do work after school occasionally. I do have to supervise photographers and reporters after school. It is a class during school hours but considered extra-curricular as well because some of the work is done outside of class. (Menominee HS)

■ Both the yearbook adviser and I put in a fairly large amount of our own time and effort into the production of our publications (outside of any contractual school time). There is no monetary compensation.

■ I have approached administration about making newspaper a club. It is under consideration. If so, I may be paid as an adviser.

“I’m lucky. I make money and I like it.”Comment from an adviser, Summer 2005

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MIPA/School of Journalism 305 Communication Arts BuildingMichigan State UniversityEast Lansing, MI 48824-1212

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SPARTY AWARD WINNER Photo taken by Jessica Vanfleteren, Waterford Kettering HS, in her Intermediate Darkroom class at the MIPA Summer Journalism Workshop. Dan Trommater was her workshop instructor, and Brian Wilson is her high school adviser.