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Planning a staff retreat or boot camp


Students will research other media staffs around the country to see how they train members for their programs. They will interview other staff members and compile a list of pros and cons from that staff’s point of view and then analyze from their own point of view. They will develop a staff retreat plan.


  • Students will interview peers from around the country.
  • Students will examine the arguments for different staff retreat plans and boot camps they discover.
  • Students will select the retreat plan structure they think will work best for their staff and explain and defend their position.

Common Core State Standards

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


Two 50-minute classes and one to two weeks for independent research


Class set: Current training plan for your staff (if you have one)

Slideshow: Bootcamp basics by Julieanne McClain

Examples: Sample boot camp ideas

Access to computers for research (1:1 if possible)

Rubric: Boot camp presentation

Lesson step-by-step

1. Building background — 10 minutes

Explain to students that today they’ll begin a research project to find how other high school media staffs around the country train new staff members.  The purpose of doing this research is to see if there is a way of training staff members that might work better for your staff than the one you have in place.

Explain that students are going to find another school, make contact with the student editors at that school (possibly through their adviser), interview the student editors and/or advisers, create a list of things that staff does to train new staff members and report what the editors/advisers you interviewed feel are the pros and cons of that system.  In a separate analysis, students will evaluate what they feel could work for our staff and what they believe will not work for our staff.

(Hand out copy of materials we use now to train staff members. Do all students realize this is the way you operate? What do they think is working well or not working well now?)

2. Show Bootcamp basics by Julieanne McClain — 30 minutes

Get the ideas flowing with this presentation that was given at the 2013 JEA/NSPA Fall National High School Journalism Convention in Boston. Have students list the best ideas they glean from the presentation to move into the next activity.

3. Think-pair-share — 10 minutes

Next, group students into groups of three. Allow students to pick a task (reader, writer, speaker). Instruct all students to look over the list of training tools now used and to write down their individual thoughts as to what is working and what isn’t. Then, the group should spend a few minutes discussing their notes. The writer should keep notes on the group’s ideas.  Finally, the group should come to a consensus about what they think is working and what is not working and prepare to present to the entire class.

4. Present — 30 minutes

Have each group explain its pros and cons to the class (the speaker talks – one writer can write on whiteboard all pros and cons that are suggested). See what ideas all groups had in common and discuss as a class what they feel is working/not working and why it is important to see what other schools are doing.

5. Independent research — one week

Each student will be responsible for finding another similar publication staff from somewhere else in the country. (Use resources like the publications you exchange with; a list of similar publications that have won awards like Pacemakers, Gold Crowns, Gallup Awards; a list of high school publications found on, etc.)

Students should contact the adviser at the school they choose to make sure they are willing to be interviewed and have time to share info about how the staff is trained at their school.  Students should also try to get contact information for the editors at the school they choose.

Students should develop a list of interview questions to prepare for their interview and decide how they will conduct the interview. It might be good to conduct a series of interviews so that some rapport can be developed between staff members.

As an end result, each student should create a list of training tools of the staff they have interviewed. A written report should include a list of the activities used by that staff with a brief description of how each activity is organized.

The written report should also include the pros and cons of the training ideas based on the comments gained in the interviews. A distinction should be made between comments of an adviser and those of students.

Finally, the written report should include an analysis by the author of what could work for our staff and what might not work for our staff.

6. Individual Presentations to class — one class block

Each student will present their research findings to the class by providing us all with a copy of the training tools from the school they researched, describing briefly the results of their interviews, listing the pros and cons as reported by the students/advisers at that school, and then their analysis of their findings and how they might work for our staff.