EDITING,
LEADERSHIP
&TEAM BUILDING
Staff Testimonials
What does The Bark say about Madison Bishop?
* The Bark's Journalism and Media (JAM) program is a CTE-certified course sequence.
JAM 1–2 (sophomores)
JAM 3–4 (juniors)
JAM 5–6 (seniors)
When looking for advice, motivation or inspiration, I know that I can always look to Madison Bishop. I'd like to preface that while I'm an official Teachers Assistant for JAM 1-2*, Madison is not and voluntarily helps the class during her free period. When the Cubbies (journalists-in-training) were learning how to write news stories, Madison was constantly flooded with questions from the students and their adviser; however, she remained calm and assisted everyone. One unusual day, she wasn't in class, and it was actually a Cubbie who told me she was in court, reporting for a story. Madison has led to my immense enjoyment of The Bark and been a role model to me and the people around her. Madison's encouragement has made me a better journalist and person.
Brooke Hansen, junior
Copy Editor
Person first.
Editor second.
Unlike a teacher, who leads with built-in authority, leading your very own classmates means earning trust first. That trust comes from being a friend. For me, that looks like lending a camera battery or SIM card to a peer in need, or making a snack plate during "paste-up" (print-layout) nights for editors that are too stressed to leave their computer stations. Students on The Bark staff are nicknamed Barkies, and I can safely say I hold each Barkie near and dear to my heart.
MY EDITORIAL ROLES
The Bark Staff Selection Process:
Each semester, I completed an application that included written questions, supplemental materials and my ranked position choices. EICs and the adviser review applications and portfolios using a rubric, work samples and their experience working with each applicant, with each EIC and the adviser receiving one vote per position. Selections are finalized before the semester begins.
Manage ~20 person copy editing staff & schedule; studying AP style & training staff; agenda & gradesheet feedback for copy editors. Co-approve final content for publishing.
Edit with AP style; read all content to confirm quotes & facts; 24-hour turnaround edits
I revised the Social Media role to keep The Bark up to date in the evolving digital age by treating social media as a true editorial space. In this position, I manage our social media content, create teasers and edit social posts.
Assign stories & visuals; edit section work; glossy content; publish. Choose the best visuals & stories to print. Professionally lay-out lifestyles section in the paper
Edit with AP style; read all content to confirm quotes & facts; 24-hour turnaround edits
Edit with AP style; read all content to confirm quotes & facts; 24-hour turnaround edits
Outside Opportunies
Becoming a better, more well-rounded leader
As much as I adore The Bark program, sometimes my home of Marin County feels like a bubble. I'm eternally grateful for the opportunities I've experienced and the chance to cross-coasts to learn from others --- both adult professionals and fellow student editors. These connections --- whether it be an instructor, roommate or classmate --- have sustained me for years. Through these programs, I've been able to gain hands-on learning and hear from diverse voices. And perhaps most importantly...
I bring back these lessons to my newsroom.
BRINGING IT BACK TO MY NEWSROOM
Nashville, TN Marin County, CA
Leading the Paper/Web Critique at the recent NSPA Convention
Only 16 students are permitted to participate in the Paper & Web Critiques. Since The Bark has ~160 staffers, I was intentional about asking questions I knew other editors would want answered. I also flagged design and content elements tied to specific editors’ areas of focus, making sure their work was represented even if they could not attend.
Afterward, I transcribed the feedback into detailed, readable notes and shared them on our class Padlet, a collaborative digital board we use to collect and reference ideas, so the insights would not disappear. We reviewed the notes in class, and I later projected them during our print sketch meetings to ensure the feedback directly informed our next edition.
FROM THE NEWSROOM TO STUDENT GOVERNMENT...
Practicing editing, leadership and team building (Associated Student Body President style)
The Bark is in Room 177, but just down the hall is Room 182, a.k.a The Leadership Room. I am this year's Associated Student Body President and represent the 2,000+ students of Redwood High School. The two programs have a great deal of things in common, but one sticks out as the most important: being student-run. As ASB President, I led the revision of the ASB constitution to make it more transparent, student-run and representative. I referenced The Bark handbook as a model for clear roles and shared responsibility. I approached the revision as an editor, evaluating power structures and clarifying language. The revised document better reflects how students lead and make decisions.
This bird’s-eye view shows the Google Slides agendas I create for leadership meetings held three times a week at 7:15 a.m. Before, agendas lived in cluttered Google Docs filled with dense bullet points. I redesigned them into clear, visually engaging slideshows with readable fonts, cohesive colors and seasonal themes. Each meeting begins with a Photo of the Day, featuring a fun "surprise!" image of a leadership member. Consider it a built-in wake-up call!
SEPTEMBER/OCTOBER AGENDA
DECEMBER AGENDA
NOVEMBER AGENDA
