Editing, Leadership and Team Building

Members of The Standard's staff stand in front of the LOVE sign in Philadelphia during the JEA/NSPA Fall NHSJC Nov. 9, 2024. 

My editing philosophy is all about growth — both in the stories we tell and the journalists behind them. I believe in engaging directly with writers, discussing what’s working and what could be improved, rather than simply marking up documents in suggestion mode. Having learned the ropes myself, I understand that supportive, constructive feedback transforms hesitant writers into proactive ones. I always aim to explain my edits in written-out comments and provide explanations for Standard Style and AP Style edits so that the reporter can learn for their future stories.

Below is an example of a news piece I edited recently on our high school musical. I focused on helping the reporter write a news lead and structure the piece appropriately, cut down on unnecessary transition sentences and descriptions and adhere to Standard Style. Below are a few of my comments, as well as a before and after. 

This is another example of a piece I have edited — this time an opinion on the U.S. TikTok ban, which went on to win a Best of SNO. Below are a few of my comments, as well as a before and after.

When I was a freshman, the EIC at the time left an edit on one of my first stories that simply said: “I am so so impressed with this piece.” That's it. One sentence. But it gave me so much comfort and confidence moving forward — so much so that I actually screenshotted the comment and kept it on my desktop. Now, as EIC myself, I know that taking an extra 30 seconds to leave a kind comment can have a ripple effect for weeks or even months. That’s why I always include a compliment about the story and, if needed, a general area for improvement — loosely following the “compliment sandwich” approach.

Following editor turnover in May 2024, I revamped the editing guide to support the incoming section editors, ensuring they had a clear, accessible resource to navigate expectations. 

In addition, in our managing editor team's revamp of all our old style guides and policies documents this summer, I helped to update The Standard Stylebook. The updated version is below, and you can learn more about the updating process in the Law, Ethics and News Literacy section. This stylebook is my holy grail when editing, as it ensures our publication stays consistent. 

I also created this Common Online Editing & Posting Inconsistencies document because I’m a stickler for the small details — things like formatting, capitalization and categorization that, when inconsistent, can detract from the professionalism of our work. I wanted to provide a clear reference to help our staff stay aligned and ensure that our publication maintains high standards of accuracy and consistency across all content. It’s a simple tool, but one that’s helped us stay on track and elevate the overall quality of our reporting.

At the start of the school year, I created and presented an editing mini lesson to the editors class to clearly communicate expectations and refresh everyone on essential editing skills. With staff returning from summer break, it served as a helpful reset and ensured we started the year with a shared understanding of editing standards.

We regularly sent out surveys to gather student opinions, encourage interaction with our publication and inform our reporting. To keep better track of responses during the editing process, I revamped our online survey tracker which had been out of use for a year. To learn more about our use of surveys to engage with our school community, view the Marketing and Audience Engagement section.

When editing surveys, I prefer to guide reporters through my suggested edits rather than making changes directly to the form myself, as this approach helps them develop their skills and better understand how to craft effective questions.

As Lead Features Editor last year, I was actively involved in both text editing, layout and layout editing for our print issues. Now, as EIC: Online, I'm a bit more removed from the process. However, I still step in to help edit print stories when the print editors need help, as well as contribute to layout editing. Hover over each image below to learn more.

Learn more about my involvement in the print production process in the Design section.

To say that attending the Medill-Northwestern Journalism Institute for four weeks was a life-changing experience is an understatement. I have never learned so much in such a short period of time, and I would recommend it to absolutely anyone interested in journalism.

Below are a few notes from classes I attended at the MNJI, which I drew on to inform and strengthen my editing upon returning to school.

In the last Editor-in-Chief's passing the torch letter to me, she wrote that, while stressful at times, leading this staff will be one of the most rewarding things I ever do. That couldn't have been more true. As one of two Editors-in-Chief this year, I believe — and have certainly learned — that our success hinges on the collective strength of our team. My leadership philosophy is built on the idea that true leadership isn’t about being perfect. Rather, it's about being part of a supportive team where everyone grows together. I openly acknowledge my own mistakes and see them as opportunities to learn, trusting that my team will do the same. 

"Sophia has a rare combination of tenacity and empathy. Her unwavering dedication and exceptional leadership have propelled the publication to new heights, but I also know that I — along with everyone on staff — can always rely on her for thoughtful advice and support. Above all, I’m nothing if not grateful to have had the opportunity to learn from and work alongside Sophia this year."

- Oskar Doepke, Editor-in-Chief: Print ('25) 

"Sophia is always there for me — ready and willing to help without hesitation. Whether I’m too unwell to lead class or overwhelmed with articles to post on our website, I know I can go to her for support. She constantly reminds me that work and friendship can mix into something both meaningful and extremely productive. Her knowledge, and more importantly, her generosity in sharing and teaching that knowledge, has made me a better journalist. Sophia is, truly, the driving force of our publication, and her dedication to journalism is nothing short of infectious. She’s the first to communicate with writers, the one ensuring our website looks flawless, the mastermind behind countless organizational docs and the person keeping everyone on track.”

- Tara Behbehani, Deputy Editor-in-Chief: Online ('25) 

"I knew Sophia would be a fantastic leader for The Standard even before she was named Editor-in-Chief; she is not only a fantastic writer and reporter but also a kind-hearted person. I have the utmost respect for the work she does and the commitment she has made to the publication, and her leadership is unmatched across the entire High School community. What makes Sophia so amazing in my eyes is her ability to make me, as someone hierarchically below her, feel as if this is not the case. She communicates with respect and trust, and in turn, I feel respected and trusted. Her ability to bring her uncanny brand of energy and passion to The Standard compares to no one else, and I am honored to be able to say I worked with Sophia for The Standard."

- Jaden Gardiola, Broadcast Editor ('25) 

"Sophia leads in the way that matters most — by example. Her relentless work ethic and passion for journalism inspires everyone around her to aim higher. She’s sharp, driven, and isn’t afraid to hold people accountable — always in a way that strengthens the team. The newsroom runs smoother because of her, and more than that, we’re all better journalists because we get to work alongside her."

- Zoe Karibian, Arts Editor: Online ('26)

"Sophia has all the qualities of a great journalist; she is thoughtful, reliable, highly communicative, and undoubtedly produces amazing writing. She approaches every responsibility with dedication and detail, always keeping The Standard’s best interests at heart. She is decisive and a natural leader for our publication, and she is valued by everyone on staff for her support. I can always count on her for helpful advice and feedback, and her commitment to The Standard is truly admirable."

- Sophia Hsu, Features Editor: Online ('26) 

"Sophia approaches every story with purpose. Her beautifully articulated writing is grounded in compassion and professionalism, and her humble yet hardworking nature makes her an inspiration to us all."

- Alexandra Theofilopoulou, Reporter ('27)

"Sophia is an extremely talented journalist, and her ability to manage the Standard staff with exceptional professionalism and empathy for everyone is truly admirable. She has been the best mentor to me as she is always willing to help, giving fantastic feedback and advice that demonstrates her dedication to journalism and her staff."

- Maya Janssens, Reporter & My 2023-24 Mentee ('27)

"Sophia is one of the most inspiring people I have ever met. Not only has she had the incredible determination to improve upcoming journalists in The Standard, but she is also the sweetest member of the entire newspaper and enlightens every room she is in with her knowledge, goodwill and kindness."

- Apollo Gettleman, Media Team ('27)

Every Saturday or Sunday, I text the managing editors group chat asking what time we are going to plan class for the coming week. Planning ahead of time rather than the night before each class — like previous managing teams have done — gives us a clear picture of what both the print and online teams need, particularly as we now have two specialized EICs rather than just one overseeing both teams, and ensures we address any upcoming deadlines. By maintaining this straightforward, consistent routine, we stay organized and keep our editorial operations running smoothly.

Once scheduled, we Zoom and create the class agendas for the upcoming week. Below is a screenshot of one of our calls, as well as examples of our class plans.

Every Monday, the four managing editors and our journalism adviser come together for a 30-minute check-in. This regular meeting not only streamlines our organization and communication but also ensures that current projects stay on track and that any issues are promptly addressed. Below are examples of our meeting agendas and our Google Calendar invite, which illustrate how we maintain momentum and accountability as a leadership team.

Designated communication channels — like our section group chats and the main group chat — play a key role in keeping our team connected. I frequently use these platforms to check in with section editors, ensuring everyone is on the same page. Including all managing editors on these chats keeps everyone informed regardless of whether something is print or online specific.

In May, I created both an Online Section Editor Expectations document and a Print Section Editor Expectations document to provide clarity and structure for our newly restructured Editorial Board. Recognizing that our roles and workflows would differ from previous years, I wanted to ensure everyone was aligned from the start. During our first Editorial Board meeting, I had all section editors review and sign off on the document, reinforcing the idea of shared accountability. 

To maintain momentum and ensure consistent quality, I regularly organize accountability checks with the rest of our Editorial Board, typically after we send one of our print issues to press. The EIC: Print and I lead them, ensuring a balance of both online and print in weighing in each category. Early in the year, we identified five overarching categories to grade ourselves on, and these checks let us measure our progress in each area, celebrating where we excel and pinpointing where we need to do better. By continually revisiting our objectives and discussing what worked and what didn’t, we’re able to make quick, targeted improvements for the future.

Below are the results from a few notable accountability checks from the year. Our GPA calculations at the end serve as a fun way for us to compare our progress with previous accountability checks. As you can see, we've steadily improved!

Chalk talks are a valuable exercise in our class, where we dedicate about 20 minutes to silent reflection using large posters. During this time, each of us adds to the three posters: what we learned, what went well and where we could improve. Below are the results from our most recent chalk talk in January 2025.

Afterward, we come together to debrief and discuss our insights as a group. This practice not only encourages self-reflection and accountability but also strengthens our collective commitment to continuous improvement.

Zoom meetings outside of class time have become a valuable way for our entire staff to connect and collaborate efficiently. One of our most frequent Zooms is for front and centerspread pitches during each print production cycle, which I co-moderate alongside the managing team. Reporters and editors present their story ideas, outlining sources, design potential and why their piece deserves front page or centerspread. Facilitating these sessions not only ensures a fair, thoughtful selection process but also exemplifies my leadership in fostering collaboration and keeping staff engaged beyond the classroom.

This year, we introduced a system of performance reviews to give each section editor structured feedback and support. We conducted one round at the end of the first semester and one in the second semester. In preparation, the managing team and I gather observations on a rubric — touching on everything from communication to editing — then talk through each category with the section editor on a 15 minute Zoom call. 

After the call, we share those notes with each editor so they can look back on it to track their progress. By offering targeted insights and clear next steps, these reviews help editors continually refine their skills and stay aligned with the publication’s goals. Below are the sign up sheets I created when scheduling the performance reviews. 

For privacy's sake, I can’t share the notes and rubrics I wrote for the section editors. However, the managing editor team also reviews one another’s performance following the same rubric: the online editors review each other, and the print editors do the same. Because we’re a small leadership group of four guiding a much larger staff, maintaining a strong working relationship is crucial. These peer reviews offer a structured time to raise any concerns, celebrate each other’s strengths and address potential friction points, which prevents them from escalating into more significant conflicts.

In a collaborative environment like ours, open feedback is a cornerstone of growth because it keeps us honest and helps us improve — both as individual leaders and as a cohesive team. Below is the most recent rubric I've received from the DEIC: Online.

In the same vein, it’s also important to gather feedback from the rest of the staff on my leadership. During our first-semester performance reviews, we had everyone fill out an anonymous feedback form for each editor on the Editorial Board. This method ensures staff members can speak openly about their experiences and offer insights into what we’re doing well and where we could improve. Below is the feedback I received. 

This ongoing feedback loop is crucial, as it not only helps me grow but also ensures that I can better support our entire team moving forward. I took every piece of constructive criticism to heart and have been actively working to refine my leadership approach.

At ASL, the high demand for our journalism classes meant that many eager students couldn’t secure a spot in the one introductory class offered each semester. Since joining the class was the only option available to them, a lot of potential talent was left out. To address this, the Editor-in-Chief: Print and I co-founded The Standard Club, opening the publication up to all interested students. 

Now, we lead weekly Wednesday lunch meetings where we cover essential topics like interviewing and pitching story ideas, as well as provide one-on-one support to club members. This initiative has enriched our publication with fresh, diverse perspectives, as we now have about 20 members.

This year, the managing team revived and expanded our reporter-editor mentorship program to foster a stronger sense of unity. Under this renewed initiative, each new reporter in one of the two introductory journalism classes — Multimedia Journalism (S1) and Journalistic Writing (S2) — is paired with an editor to give them direct access to guidance and feedback. 

The practice of having editors write a reporter's very first story with them had been discontinued, but after noticing a decline in the quality of early articles submitted to section editors, we chose to reinstate this. By bringing this system back, we’ve re-established a cycle where knowledge and experience are continuously passed along. Below are the mentor/mentee assignment sheets from this year. 

My mentee this semester, Emily, was actually one of the original Standard Club members who was finally able to join a journalism class in January after three semesters of it not fitting in her schedule. Since then, she's published multiple stories in both print and online. I make it a point to check in with her regularly, ensuring she feels supported and has all the help she needs along the way.

For our co-written story, I knew she was capable and, given her experience in the club, I encouraged her to tackle a news story to broaden her horizons — something we typically reserve for more seasoned reporters due to its timeliness. I supported her throughout the process, stepping back to let her take the lead and grow, and ultimately removed myself from the byline because she successfully completed the piece almost entirely on her own.

This year, I co-led two school-wide assemblies on misinformation and fact-checking, co-created an Aequitas Day workshop for 40 students on media's five filters and participated in a Speakers Series panel on misinformation and elections. Below are photos from each event. For more details about each of these — including the slideshows I presented — please visit the News Literacy part of the Law, Ethics and News Literacy section.

I also led a session alongside the EIC: Print on long-form stories at the JEA/NSPA Fall National High School Journalism Convention in Philadelphia, PA. We broke down the key elements of in-depth reporting — from thorough research to supplementing the story with multimedia — sharing our knowledge with fellow student journalists from around the world.

Below is the slideshow the EIC: Print and I made together and presented.

In addition, I volunteered to visit a Grade 9 English class during their opinion-writing unit to share effective strategies for crafting persuasive arguments. This outreach allowed me to extend my impact beyond our journalism classroom, even resulting in a few new members joining The Standard Club.

So far this year, I've led the creation of two fully online packages and two hybrid ones: Summer 2024 Rewind, Election Special Edition, Philadelphia NHSJC and 50th Anniversary Special Edition. These projects are especially important to me because they allow us to take a deeper dive into issues that matter to our community. 

I've chronicled the process of leading one of these projects — specifically, the Summer 2024 Rewind — to showcase the coordination and planning efforts involved. 

I started by sending a staff-wide email announcing the package, along with its deadlines. 

Next, I sent check-ins and reminders to keep everyone on track. 

Once stories were submitted to the section editor, I created and regularly updated a story tracking document to manage progress throughout the editing process. Leading this package presented unique challenges, especially with part of the work taking place over the summer, requiring extra coordination and communication to keep everything on track.

Over the summer, I reached out to the EIC of another international school newspaper in hopes of expanding our network and learning more about how they operate.

We exchanged several text messages and even Zoomed over the summer, which helped the EIC: Print and I become more knowledgeable about processes other publications follow that we could implement in The Standard. On the left are Leanne's (the EIC) questions, and on the right are my replies — organized by row.

In the Advanced Journalism: Editors class, we begin each day with a “Question of the Day” around our roundtable. Though it might seem trivial, this routine has sparked countless inside jokes and has become a cornerstone of our newsroom’s camaraderie. Whether the prompt is a quick speed-round or more introspective, it consistently brings our team closer together. Below are a few standout questions from this year that helped strengthen our staff bonds.

In addition, it's become a fun tradition for our Broadcast Editor to create an “Office”-style documentary video at the start of each school year to introduce The Standard's Editorial Board. Below is this year’s installment, where you can catch a glimpse of one of our “Questions of the Day" in action.

Our classroom, P-101, is arranged with a large roundtable on the left side, where we gather each morning for our “Question of the Day.” Afterward, we transition to our assigned seats, which are set up in a circular formation to encourage direct interaction and a more productive flow of conversation. The four managing editors — me included — are stationed at the front of the room, with the remaining Editorial Board members sitting in sections facing us. I’m a firm believer that a well-organized environment positively influences both mood and efficiency, and this layout makes collaboration — especially during online posting — much smoother.

At the start of the school year, I introduced a "Photo Wall" in our journalism classroom (watch 6:52-7:17 in the Meet the Editors video above to see me working on the label), inviting both reporters and editors to print out and add their favorite pictures. Over time, it has evolved into a collage of team memories and inside jokes — complete with funny quotes from members of staff stuck next to the photos. This shared space showcases our collective experiences and encourages bonding, as everyone can contribute and reminisce together, ultimately strengthening our sense of unity.

This year, I introduced a new tradition: whenever an editor’s birthday arrives, our “Question of the Day” is replaced by everyone offering a compliment or something they appreciate about that person. It has become a highlight for the team, and we carry the celebrations into our group chat. 

I frequently use text messages to update our staff and congratulate them on a job well done.

Right before Thanksgiving break, I allotted 20 minutes in our class plan for everyone to write notes to their fellow editors. We had done this activity last year, and as an extremely sentimental person who has kept every sticky note they've received, I wanted to carry on this tradition to strengthen our sense of team spirit.

During our last class before Winter Break, the managing team and I organized a white elephant gift exchange, where everyone brought in a gift under £15 and we all ate snacks together. The lighthearted atmosphere sparked laughter and deepened our team’s connection during the busiest time of the year: finals week.

After the EIC: Print, DEIC: Online and I took a color personality test during an editorial leadership session at the fall NHSJC in Philadelphia, PA, we decided to incorporate it into our team-building efforts when we returned. This allowed each editor to gain insight into their unique strengths, motivations and communication styles, as well as how they work with others on the Editorial Board. By understanding each other’s color, we’ve become more empathetic and supportive — leading to better collaboration and a deeper sense of camaraderie. Below is a picture of the Editorial Board sharing their results in class. 

Although I’m usually skeptical of such tests, these results were surprisingly accurate and ended up sparking a lot of fun in class. Inspired by this success, I created a poster (shown below) to capture our final results and provide a handy reference to each editor’s strengths as we collaborate throughout the year, which I then put on our photo wall.

This year, I — along with the rest of the managing editors — have made a concentrated effort to include more fun activities in class to strengthen our team bond. One game was article charades, where we cut up pieces of paper featuring headlines from past stories published on The Standard and challenged each other to guess the article being described. 

Another favorite was put together by our Broadcast Editor: he picked out texts from the previous year’s Editorial Board group chat and had the rest of the Editorial Board guess who had sent each text. Both activities brought plenty of laughter and a healthy dose of competition to our classroom. Below is a clip taken by the DEIC: Online from when we played the text guessing game. 

Although I’m not a print editor, I’ve attended every Late Night this year, which is when all staff members are invited to stay at school until around 8 p.m. to finalize layouts for the upcoming issue. I even created a dedicated Spotify playlist for these sessions. While we may not always be 100% productive — especially when someone turns Just Dance on — you’d be surprised by how much these moments strengthen our bonds. In many ways, having fun together is just as crucial as the work itself, and these late nights strike a perfect balance of productivity and fun.

This year, I also helped plan a long-anticipated movie bonding night for our Editorial Board — a challenge given the juniors’ heavy workloads and the seniors’ looming college application deadlines. Still, I knew that cultivating a family-like dynamic was vital, as genuine friendships foster trust, support and collaboration beyond our typical classroom duties, which is why I was so determined to accommodate as many people from our 18-person team as possible. 

After many scheduling hurdles, we finally pulled it off in January, and it turned out to be one of our most memorable gatherings, bringing us closer as a team outside our usual classroom environment — particularly for those who weren't able to come on the trip to the convention in the fall! The picture below is from the beginning of the night before everyone arrived — In the end, 17/18 editors came.

While many of the above examples highlight bonding within the Editorial Board, it’s just as crucial — if not more so — that we unite as a whole publication. We span multiple grade levels and four different classes, which makes regular staff lunches a valuable opportunity to connect beyond our daily workflows and build a cohesive, supportive community. Below are a few pictures from lunches this year.  

For one of our all staff lunches, the DEI Editor and managing editors planned a marshmallow and spaghetti tower building game. When putting the teams together, we ensured there was a mix of reporters, media team members and editors to ensure bonding across grades and classes. 

This fall, around 20 members of The Standard traveled to Philadelphia, PA, for the Fall National High School Journalism Convention, and even though the trip only lasted four days, we built countless memories that brought our staff closer together. Below are a few of my favorites. 

Last year, I also attended the fall convention in Boston, MA, which was equally instrumental in forging strong bonds within our team. Because The Standard is located outside of the U.S., we don’t belong to a state journalism association or have state conventions to attend, and scheduling and travel constraints prevent us from attending the spring national conventions. As a result, we're only able to participate in the fall conventions, making them all the more special and something we eagerly anticipate each year.

In previous years, our website’s masthead included only the 18 members of the Editorial Board. With our staff now exceeding 85 members, I knew it was time for a change. I wanted every reporter to feel valued and to break the perception that The Standard was an exclusive group. To make our team more visible and approachable, I collaborated with the Photography Editor and DEIC: Online to ensure every single staff member was photographed and featured with a bio. I then published all of them on the website, which can be viewed here. 

When we became a SNO Distinguished Site earlier this year — earlier than our publication has ever achieved it before — I decided to bake cookies for our editors class as a mini celebration. It was a simple yet effective way to boost morale and remind everyone to savor our successes. After all, what better way to get high schoolers excited than with food?

I also keep our Best of SNO certificates and other awards prominently displayed in the classroom. While we recognize that awards aren’t by any means the only measure of success, seeing them celebrated gives staff members — especially younger ones — a sense of pride and reminds us just how meaningful our efforts truly are.

Finally, I also collaborate with my journalism adviser to send out blurbs about our publication winning larger awards in the daily announcements email sent to all students. It’s exciting for staff members to see their names recognized, which fosters a sense of pride. Below are a few examples.