As House Bill 1307 is debated, the Association of Washington School Principals answered questions for J-Ideas.

About the Association of Washington School Principals (AWSP)
The Association of Washington School Principals is a professional association serving principals, assistant principals and principals in training. Formed in 1972, the Association now includes more than 3,500 members from public and private elementary, middle and high schools statewide. It is governed by a board of practicing principals composed of members drawn from three grade-specific boards representing the elementary, middle and high school levels. The mission of AWSP is to support principals and assistant principals and the principalship in the education of all students. For more information on the Association, visit the AWSP Web site at www.awsp.org.

Do you consider the student media to be a public forum?

No; student media is a closed forum limited to those students enrolled in the course or who are members of the journalism club.

As a rule, school policies and practices generally dictate whether student media are public forums.

Do schools own the school newspaper?

Yes, and they operate them on behalf of the state and local taxpayers within the school district who fund the school.

In Washington, many school papers are the product of a journalism class, which is funded by state and local monies. Others are produced as a result of a club funded by Associated Student Body (ASB) funds. In both cases, the principal is legally and educationally responsible for providing oversight on behalf of the district and the citizens it serves.     

What is your organization's biggest concern(s) about the bill?

We have a number of concerns with the legislation. First, House Bill 1307 largely removes secondary educators from the educational—and editorial—process. Teachers and administrators play a vital role in helping high school students understand the profession and practices of journalism. High school journalists are largely untrained in the practice of reporting, and may not always have the maturity to recognize what may be inappropriate. This places a substantial burden on the adviser to review every last detail in each publication—and that may not always happen. Limiting the role of the adviser and eliminating the principal (who is legally responsible for oversight of all other functions in the school) does not serve the students well or the citizens of the district who fund these programs.

We also believe the bill goes too far in giving students editorial control. If the goal of this legislation is to give high school students a taste of the real world of newspapers, TV and radio, it is misguided in its approach. Members of the working press always have restrictions placed on them—by editors, publishers and media outlet owners—about what they can and cannot print or broadcast. Students learn valuable professional lessons as a result of open and vigorous debates over story ideas and content, something they should come to expect as a working journalist. Absolute freedom for high school journalists would offer an inaccurate view of how real news organizations operate.

Additionally, the legislation needs clarification on several key issues. For example, the section on higher education explicitly bars prior review by school administrators, but is unclear regarding secondary school administrators. This needs to be resolved. The bill is also vague with respect to terms like “school officials” and does not specify what practically and legally constitutes interference or alteration of school publications and broadcasts.

Finally, this bill leaves the students as the only ones who can be sued for the content of the paper and lawsuits appear to be the only recourse to teach the lessons of inappropriate journalistic practice. We think there are gentler ways to teach and learn about journalism.


What portion of HB 1307 would you like to amend or delete?

We do not believe this legislation is necessary, particularly at the high school level.

Because funding is an issue for many schools, sometimes an English teacher or another faculty member inherits the role of newspaper adviser. Because they do not have a journalism background, which sometimes affects the quality of the news, would you support a mandatory workshop to educate advisers about how editorial decisions should be made?

Again, we believe education is perhaps the best solution, and would certainly support (and help to facilitate) workshops that help administrators, advisers and student journalists better understand the practice of journalism.

Schools that have a difficult time attracting qualified journalism educators may find it even more difficult find teachers willing to assume this role. The added legal liability of this legislation may further hamper schools’ abilities to fill those positions.

What do you believe is the role of the student media within school?

Student media, whether a newspaper, TV station or radio station, is there to help students develop their understanding of the role journalism plays in society and to begin development of their professional skills. The newspaper, TV and radio stations are educational opportunities where students can explore their interests in these fields.

Student media also cover news, sports and features that are of interest to the campus community in the traditional news format.

Do you believe students should be taught the social responsibility of the press so they can adequately learn the value of reporting both sides of an issue?

Of course; objectivity is a central tenet of journalism. But that experience should accurately reflect the procedural workings of a real news outlet.  This bill does not provide that experience.

Is school a good learning ground for future journalists?

Yes!

High schools and high school newspapers provide wonderful opportunities for students to learn about journalism better understand its role in our society and practice their skills.  And high school students should be encouraged to cover controversial topics and apply proper investigative practices in reporting on tough issues. But student journalists are just that—students—and are still learning the craft of journalism. As such, they should at least be subject to the same editorial review as any other working reporter already trained in their craft. In fact because they are still learning the craft, they are more in need of instruction and guidance than seasoned professionals.

 
How can administrators and advisers use mistakes in publications as a learning opportunity for young journalists?

Journalism classes and clubs exist to teach students lessons about journalism. Professional gaffes like the digitally altered photo of O.J. Simpson on the cover of Newsweek or Mitch Albom’s first-person account in the Detroit Free Press of a basketball game he never attended are perfect teaching examples of both journalistic practice and, perhaps more importantly, journalism ethics.

How can principals and student journalists develop a better understanding of their respective responsibilities?

Through frequent opportunities for communication. Students, advisers and administrators should be encouraged to engage in frequent discussions about the First Amendment, journalistic practices and controversial topics of the day. It’s when any of these groups are isolated that feelings of mistrust and anger begin to grow.

More must be done to educate administrators, educators and student journalists about the roles they all play in school sponsored media. Our organization hopes to play a key role in facilitating those conversations.