Setting up: leadership roles

Mike and I really concern ourselves with only one leadership role: who is the editor? Still, we ask the staff to choose their editor, with the understanding that we may veto a choice that will end the magazine. It's also true that while we talk about whether an editor stays or goes at the end of each year, most editors stay on until they graduate. So, while Mike has worked with the literary magazine for four years, he's only worked with two editors. This may not be an optimal system.
The editor, then, picks his or her staff without much input from me and Mike. Editors are in charge of hiring and firing, and if the magazine isn't moving along, it's the editor who has to make changes. Just like in the real world. Lately, for the past three years, our staff has been so small that firing anyone has been unthinkable.

Helping them achieve their goal: phases of the year

Each phase of the publications year has its own mood and motivation. We usually begin in September feeling ebullient and experimental. Lots of new faces at the meetings. Then we begin advertising the magazine in the fall, collect submissions, and try to focus the group on choosing a theme. Sometimes this works within weeks; other times . . . The theme is usually chosen by the end of November, and things suddenly become focused and workmanlike. At each meeting material requires evaluation. Our print rep comes in. Problems with the theme are discussed. How many pages will this magazine be? How many colors? Cover stock? Glossy? Then in January and February things rise to a fever pitch: we need a play! Does anyone have a picture that will fit with this poem? What is a colophon anyway? Then comes the day in February when the layout begins. March and the beginning of April are quiet as they layout genius creates his or her magic. Posters asking for submissions are taken down; students drift off and are never heard from again. Then in late April, early May: a magazine! Commercials run on the school news, lit mag members sell the new issue at lunch, in classes, at graduation practice. A few final meetings at which we prepare summer evaluation submissions and scheme for next year - those meetings are usually attended by only the most dedicated and those desiring plum positions in the next school year. That's the different phases at Big Spring.

Helping them meet their goal: Keeping them on-task

One certainly couldn't say that our magazine is on task 100% of the time. Nevertheless, at times this past fall and winter the Art room where we meet has been silent, everyone working away: selecting, editing, entering text, planning. As an adviser, I like to gently nudge the staff and ask a lot of questions to my editor. Mike and I have tried deadlines, demands, threats - and I tried them before Mike came on board 4 years ago. Such demands don't usually wash well with literary magazine students. They seem to be more the kind of kids who like to try things and see what happens. More fishermen than CEOs. For the adviser, the old adage is true: flexibility is key.

Helping the students meet their goal: attrition

How many years have I ended the year with about a third of the students coming to meetings than appeared in September? I think it's natural for some kids to stop coming, particularly if other activities come up, or if they haven't really committed to the group. I used to do more to keep kids coming back than I do now. Jobs and titles keep kids coming back; so does meaningful work and progress. On the other hand, our layout editor is finishing up the magazine right now, so while there is work they all could be doing (like planning how they will sell the magazine), mostly just one student is working away. Once she's done with the layout, Mike and I will make an effort to round up the rest of the staff, but some won't return.

Helping them meet their goal: factions

I've rarely worked with a staff that didn't have factions. It may be unavoidable: students come down different paths, and seek different things from the magazine (identity, something to do, a place to be after school, meeting people, etc.). From the past I've learned that, without taking time from the group, do as much team building as one can do. Team building has to be done differently with literary magazine kids than with the football team, or the dance team. Nevertheless it can be done. Food and T-shirts go a long way.