Welcome to The Manning Times special section, Clarendon Votes: School Board of Trustees. As we approach the Nov. 5 election, we’ve asked all the active candidates in the Clarendon County School Board race to share a brief biography and respond to a set of ten questions. The following is 15 responses from the 27 candidates participating in the race. The others either declined to answer or did not respond before our print deadline.
These questions were drawn from a master list and then randomly selected for each district. At the end of this section, you’ll find the complete question list, along with a full roster of all the candidates. We hope this feature helps you get to know the individuals seeking to guide our school district and make informed decisions at the polls.
We look forward to seeing our neighbors turn out to vote on Nov. 5!
District One
Dr. Falecia L Miller
My name is Falecia L. Miller, DNP, RN and I am a current member of and candidate for the Clarendon County School District One Seat. Our children have a voice, and I want to continue to be their biggest advocate. We must listen to our children and do our best to ensure their future. As a Clarendon County native, I am honored to represent my community, the place I call home. I graduated from Manning High School in 1995, my husband, Mike, is a 1990 graduate of Manning High School, my parents graduated from the former Manning Training, my sons Michael (MJ) and Carter are both graduates of Manning High School and Joi, my
stepdaughter, graduated from the former, Phoenix Charter School.
MT: How have you served the Clarendon County community in the past? Name specific churches and/or organizations and projects.
FM: Clarendon County School Board (2022-present) Clarendon County School District 2 (2019-2022)
Society Hill AME Church African Methodist Episcopal (AME) Health Ministry, Clarendon County Coalition
Clarendon County Healthy Counties Committee member,
Delta Sigma Theta Sorority Inc. (1998-present), Summerton Rotary Club (President-elect 24-25), Community Baby Shower-HopeHealth Manning Pediatrics, 7th Episcopal District of the AME Church Health Advisory Chair, Manning High School Marching Pride Band mom, Multiple COVID vaccine administration clinics.
MT: How would you encourage community involvement in district decision-making?
FM: My first appeal for community involvement would start with attendance to the monthly school board meetings. An informed community is as valuable as an informed voter, an informed employee, etc. They are expected to perform better because they understand the WHY.
MT: What connections do you have with the district’s schools, either as a parent, educator, or community member?
FM: I am the mother of 3, 2 biologically and hundreds involuntarily and voluntold by my children, church and overall community. Regardless of where I am, I treat every child as my own even in the presence but especially in the absence of their parent. I visit the schools regularly to show support throughout their years in school and have continued even now as they have all graduated. Again, support and community involvement doesn’t and should not stop with your inner circle. We have a community to raise. Kids yearn for genuine adult guidance and leadership.
MT: How would you handle disagreements within the board or with district stakeholders?
FM: We are a nine-member board with individual personalities and diverse background. Though non-partisan, and being created equally as noted in the Constitution, it is understood that we are a part of a democracy. Effective conflict is only resolved through communication. We are presented an issue, discuss, vote (majority wins) and conclude collectively. No personal agenda or attacks, but a genuine nine-member board with the end goal of educating our children. Decisions should and will always be made in the best interest of the students we are charged to serve.
MT: What do you believe are the greatest strengths of the Clarendon County School District, and how would you help to preserve and enhance these strengths?
FM: The greatest strengths of the Clarendon County School District is the overwhelming majority focused to unite the county. I began my school board tenure as an appointed member in 2019 of then Clarendon County School District 2. 2021 was the official merger of Clarendon County districts 1 and 3 to form District 4. Then as we are now, Clarendon County School District officially merged on July 1, 2022. A decision that was best suited to ensure the equitable resources throughout the district. We must continue to uplift our district and match them against not just surrounding districts but others across the state and world. Our most recent District report card showed two schools as excellent, one as good and most importantly no schools in the district scored below average. #theworkcontinuues
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
FM: Technology is the future. But with all good things there can be disadvantages, misuse, and ultimately distractions. My fellow board members and I recently approved the first reading of the new Cell Phone Policy as mandated by the South Carolina Department of Education (SCDE). We feel that by limiting the use of personal electronic devices during the day, we help teachers foster a more effective learning environment and have the students more engaged and interactive thereby increasing their ability to learn. We want to make sure that our students are safe, able and willing to learn without potential distractions. By balancing the use of technology and approving the cell phone policy, which actually should read, personal electronic devices, we will continue to provide the best learning opportunity for all students in the district. #FreetoFocus initiative throughout the district.
MT: What is your stance on the Title IX bathroom policy, and how should the district ensure compliance while maintaining student safety and comfort?
FM: Per the South Carolina Board of Education, students must use bathrooms that match their gender at birth. Title IX is nothing new to school/student policy and procedures. In 2001, the Supreme Court declined to review and hear cases that addressed making changes this ruling. As a district, we must ensure that the restrooms being used by our students match their gender as assigned by the provisos in place.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
FM: The 14th Amendment of Constitution requires that we must provide a public school system. I, too, am a believer in personal choices. If a parent chooses for their child to attend outside of what if fundamentally a right for public education, then they should have the means to financially sustain that choice. It is not that public schools in Clarendon County but all throughout the United States would be affected by a voucher system that would take away funds for a free public education and reallocate those funds to a private sector/parental choice. I have spoken to parents that have chosen private school and feel they should be responsible for the tuition at least until public education is fully funded by the state of South Carolina.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
FM: Local Option Sales Tax (L.O.S.T.) purchases were approved recently by the current school board. The loss of the 1% sales tax for school capital improvement efforts would greatly affect the overall well-being of the adequate student learning environment. The 1% sales tax for not just constituents in the community but visitors will help offset the cost the district will have to pay directly for capital improvements. Our community is a valuable asset that runs directly down the I-95 corridor and home of one of the most popular lakes in the south-east. Why should we only share the perks of the county and not allow visitors to contribute to us remaining to be a place of “Smiling Faces and Beautiful Places”? This 1% penny tax does not pay salaries but funds much needed capital improvement projects in the district. As I travel, shop, and eat in other counties, I am paying that sales tax and I feel that tax burden can be alleviated or at least shared by those who travel to our county also.
MT: How will you support students’ mental health and well-being within the school system?
FM: We must listen to our children. As a nurse and nurse administrator, I know that my calling was to always take care of people. It was long after I actually started my career as a nurse, that I realized that taking care of people doesn’t just mean taking care of them as it relates to their healthcare, but it includes their mental, social and emotional health also. Students yearn for someone to be genuinely concerned about them. We must recognize that a student who is mentally unstable or having real life issues before they enter our school doors can’t learn effectively. Periodic mental health assessments are critical within our schools. And at best, all educators should know the basic knowledge of crisis recognition and appropriate intervention.
District Two
John D. Bonaparte
John David “Johnny” Bonaparte, a native of Elloree, South Carolina, currently resides in Summerton, SC. He has been married to his wife, Tyronia Bonaparte, for 42 years. They have two children: their daughter, Nichelle B. Hawkins, who lives in Charlotte, NC, and their son, John G. Bonaparte, who resides in Columbia, SC.
In 2000, Johnny graduated from Southern Wesleyan University in Central, South Carolina, earning a Bachelor of Science degree in Business Administration. He obeyed the Gospel in 1998 while working at International Paper, where he built a 38-year career, starting as an Operating Technician and retiring in December 2021 as a Corporate Systems Auditor.
Johnny is actively involved with the Kingsbury Drive Church of Christ in Sumter, SC, where he works with the Edification Committee, assists with treasury duties, and contributes to the media room. In 2024, he graduated from the Central Carolina School of Preaching in Sumter, SC. He is currently a candidate for the Clarendon County School Board for District 2.
In his free time, Johnny enjoys teaching the Gospel and helping others.
MT: How do you plan to engage with students, parents, and educators if elected?
JB: I plan to engage with students, parents, and educators by informing them of the chain of command process they should use to resolve various issues they may face. Board members must make sure they do not step into roles that are not in criteria outlined in State Statues and District Policies (K: School-Community-Home Relations-*Policy KE). Often, board members listen to too much information from a concerned person before the correct person hears it. If the individual did not make request in the proper order by using the chain of command and go straight to a board member, then if the issue comes before the board, that member cannot participate in the deliberation. The board only has one employee to give direct instructions.
MT: How have you served the Clarendon County community in the past? Name specific churches and/or organizations and projects.
JB: 18 years on Clarendon One School Board, 8 as Chairman, 22 years with the Athletic Booster Club. 26 years a Christian at Kingsbury Drive Church of Christ, Sumter, 30 years as a community volunteer, Vice-Chairman for A New Day (AND)
MT: Have you participated in any community committees or advisory boards, and what was your role?
JB: I have been asked to support various activities over my 42 years in Clarendon County from School Improvement Council to assisting with pulling conduit for internet service in our buildings. Constituents know I am dependable and will help in all worthy efforts for our community. This is why I said 30 years [in the previous question] as a volunteer [as it’s] too many to remember.
MT: What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
JB: My 38 years with International Paper, where 36 years were in leadership roles up to the corporate level will bring a wealth of knowledge to the board.
18 years on former Clarendon One Board, 8 years as chair.
Chairman of the South Carolina Caucus of Black School Board Members. Chief Finance Officer for my congregation.
I consider myself technology proficient in various computer applications. I am a teacher of the Bible. I study to ensure facts are understood before sharing with others.
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
JB: As I stated earlier, I am a technology person in terms of utilizing them to help me do a better job in communicating and making decisions, but I don’t allow technology to consume all my time. I will have to do more research to provide a better response on balancing technology in the classroom. [However,] too many of our scholars are using technology to cheap their way through some classes. Some are using them to disrupt class by playing games when they should be listening to instructions. Again, this is an area the board need to ensure we understand the requirement before making revisions to policies.
MT: What is your position on the state’s instructional material guidelines, particularly regarding age-appropriate content?
JB: My research tells me the State Board of Education is responsible for the adoption of instructional material used in the public schools in South Carolina. At this point in my campaign, I need to have more dialogue with the appropriate people to better understand all the concerns about age-appropriate content. Once I have more information, then I can offer a better position on the concern(s).
MT: How would you ensure that the funds from the penny tax are used effectively and transparently?
JB: From what I have read, the funds from the penny tax was designed to provide for renovation, updates and in some cases unexpected events. I will research the results from the past 20 years and ensure that future funds are used correctly as stated. I am of the opinion, it’s not a tax increase; it’s a tax continuation. 32 counties initiated this method to provide stable funds for renovations.
MT: What steps would you take to ensure the community is well-informed about school budgets and expenditures?
JB: My step this time around in office is to have public information sessions to explain the processes to our constituents. We probably should have an update midway through school year. If the board elect not to do this, then I will investigate what I am allowed to do and at least share information with constituents in my district.
MT: How will you advocate for underserved or underrepresented communities within the school district?
JB: I would suggest to my peers we, the board, get an accurate report of the areas in question and develop short and long-term goals to help resolve as many of the issues in our power to resolve.
MT: What policies would you advocate for to improve student outcomes and close any achievement gaps?
JB: There are currently 332(+/-) policies in the board manual. Any policy that encumbers students’ success will be recommended for revision. Plus, we should request our employee to obtain feedback from our instructional leaders and parents to help resolve these issues.
District Three
Gregory Bradley
My career has been enriched by my ability to bring people together for the greater good. This leadership quality is something I will bring with me to the school board.
I am a proud father of five, and all my children have attended schools in District 3. Three of my children graduated from high school at Scott’s Branch High with my oldest graduating from Airport High School. I currently have one child still in high school in District 3. I was also part of the basketball team that brought the first Lower State Championship to Scott’s Branch High. Being an alumnus of Scott’s Branch High, I feel it is my duty to give back to the community that helped mold me in my youth.
On a personal note, I am a car lover who enjoys fishing and hunting. My kids are my pride and joy, and watching my oldest walk across the stage at the University of South Carolina was one of the proudest moments of my life. This reflects my personality and commitment to the betterment of our community.
MT: How would you handle disagreements within the board or with district stakeholders?
GB: I will handle the disagreements within the board or district stakeholders by reiterating the common ground we all share. Despite our differences, we all can agree that we want to do what is best for the future leaders of Clarendon County.
MT: How have you served the Clarendon County community in the past? Name specific churches and/or organizations and projects.
GB: I have served the Clarendon County community by volunteering as an assistant coach at Scott’s Branch Middle School girls’ basketball and the football team. I also mentor young men in our community who need guidance.
MT: What specific volunteer or civic activities have you participated in within the school district?
GB: I volunteered as the Scott’s Branch Middle School girl basketball and football team assistant coach.
MT: What are your thoughts on the new cell phone policy adopted by the State Board of Education?
GB: The new cell phone policy adopted by the State Board of Education can positively impact our students. This policy can decrease distractions within the classroom and increase classroom engagement. The increase in classroom engagement will improve the student’s academic performance.
MT: How will you advocate for underserved or underrepresented communities within the school district?
GB: I will advocate for the underserved and underrepresented communities within the school district by listening to our community and raising awareness based on their needs. I will find the best solution to tackle their needs. I will seek outside resources, such as community-oriented organizations, to help solve the needs of the underrepresented.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
GB: Continuing the 1% sales tax for school capital improvements is a great thing, and our students benefit from the funding. The capital improvements increase the safety of our student population and staff.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
GB: Voucher programs can negatively impact the public schools of Clarendon County in a plethora of ways. Voucher programs can increase the chances of our schools losing students, which decreases funding. They can also negatively impact our teacher salaries and the amount of staff needed to provide our students with the proper education.
MT: How will you support students’ mental health and well-being within the school system?
GB: I will support our student’s mental health and well-being by increasing the support staff within our schools. I will encourage each school in our district to provide a judge-free area (classroom) where our students can decompress. I will ensure our students have access to the best mental health resources by making it mandatory to keep updated mental health boards that provide documents such as mental health hotline information and healthy tips.
MT: What is your long-term vision for the Clarendon County School District, and how will you work to achieve it?
GB: My long-term vision for the Clarendon County School District is to improve mental health resources, increase family/community school engagements, and improve the dietarian menu. I will accomplish these goals by researching organizations and community resources that will provide community service to help our students academically and mentally. I will seek assistance from universities and colleges to recruit interns and volunteers to increase the support staff within our schools. I will research solutions to provide our students with a nutritious meal. Some of our students only receive a hot meal at school and need the proper nutrition to perform well.
MT: What leadership roles have you held, either in or outside of public office?
GB: In the military I served as Navy Corpman. A corpsman is a military doc. It’s a corpsman job to save lives, not take them. One of the most important leadership roles I ever had. The soldier standing next to me has a family back home waiting to see him, and it’s my job to make sure that happens. A Navy Corpsman [is assigned] to every Marine division and his or her only job is to keep every man and women alive. There is no more important leadership role when you are making life and death decisions. When I’m elected, I will be the protector our kid’s needs.
District Three
Roger Jowers
My name is Roger Jowers, and I am running for Clarendon County School Board Dist 03. I have lived in Clarendon County for thirty years. Having sat on the sideline and watched how our school board handled business; I was shocked. I believe with a board appointed and having to answer to the voters in Clarendon County, we can and must do better. We must do better at educating our students and at the same time treating taxpayers’ money like we do our personal budgets.
I believe we have an opportunity to achieve many positive results. I would appreciate your vote on November 5th.
MT: How would you handle disagreements within the board or with district stakeholders?
RJ: I would handle disagreements by first listening to the disagreement and then I would investigate to see what the best course of action should be to resolve the disagreement.
MT: How have you served the Clarendon County community in the past? Name specific churches and/or organizations and projects.
RJ: Some may serve for recognition or reward; some prefer to serve without recognition or reward.
MT: What specific volunteer or civic activities have you participated in within the school district?
RJ: Not having anyone in this school system, I have not volunteered my time but I have always supported the school district and its students.
MT: What are your thoughts on the new cell phone policy adopted by the State Board of Education?
RJ: I believe this is a policy long needed so students could focus on learning.
MT: How will you advocate for underserved or underrepresented communities within the school district?
RJ: Each and every student in our schools should be given the same and equal opportunity to excel and succeed by providing a curriculum that will serve everyone.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
RJ: I am a firm believer that we are taxed beyond our limit and any additional and unnecessary tax will be a burden on most. Cutting out unnecessary spending would prove that the current budget is more than adequate.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
RJ: The voucher program will initiate competition on all educational institutions in Clarendon County to provide the best education to attract the students and parents.
MT: How will you support student’s mental health and well-being within the school system?
RJ: All students should feel safe from harm of any kind while inside our schools; therefore, we should seek guidance from those that are best suited to tell us what we should be doing to ensure students’ mental health and well-being.
MT: What is your long-term vision for the Clarendon County School District, and how will you work to achieve it?
RJ: My long-term vision is that we improve on every area of learning so our students will have the knowledge needed to choose their career choice. The way to achieve this is to communicate with our teachers to find out what is working and what is not working. Use this information to design a curriculum that we can build on to achieve the quality of education our students deserve.
MT: What leadership roles have you held, either in or outside of public office?
RJ: None.
District Four
Shelley Richburg
Professionally, I am a passionate advocate for education and a lifelong resident of Clarendon County. With a bachelor’s degree in early childhood education from USC Upstate, I spent six years as a classroom teacher, striving to create engaging and supportive environments for my students. My dedication to our community goes beyond the classroom, as I have been actively involved in children’s ministry at my church for nearly two decades, leading programs that positively impact young lives. I am running for the Clarendon County School Board to prioritize teachers and students, ensure transparency in district spending, and promote a consistent and effective educational experience. I believe in working collaboratively with all stakeholders to improve the quality of education for our community.
Personally, I’m a lifelong citizen of Clarendon County and a former educator. Growing up on our family farm, Richburg Farms, taught me the value of hard work and the importance of community. I am a member of First Baptist Church of Manning, where I currently work as a ministry assistant, juggling everything from children’s programs to event planning. I have a lovable dog named Bruno who keeps me on my toes, and you’ll often find me enjoying a meal at Chick-fil-A. My favorite thing is heading over to Summerville to spend time with my niece, and I cherish every moment I get to spend with my family. I am also deeply passionate about advocating for educators and students, and I hope to make a meaningful difference in our community schools.
MT: How would you encourage community involvement in district decision-making?
SR: I believe community involvement is vital to our district’s success. To encourage community participation in decision-making, I would foster greater transparency and create multiple avenues for engagement. This includes promoting regular board meetings through social media and local outlets, ensuring meeting times are accessible to working families, and making materials available beforehand so stakeholders can be well-informed.
Additionally, I would support forming advisory committees with parents, educators, and community members to provide input on key issues. Encouraging volunteering in schools and inviting community members to share their expertise are also effective ways to strengthen ties and give everyone a voice. Finally, hosting open forums and workshops on important topics would help bridge the gap between the community and the district, ensuring decisions reflect the needs and concerns of everyone involved.
MT: How do you plan to engage with students, parents, and educators if elected?
SR: I plan to continue engaging with students, parents, and educators the same way I have been doing, by being actively present in our schools and community. My goal is to visit classrooms regularly, attend school events, and hold discussions directly with students and teachers to understand their experiences and challenges. For parents, I would establish open communication channels, such as regular town hall meetings, surveys, and informal meet-and-greet events to hear their perspectives and address their concerns. I also plan to work closely with educators, recognizing their expertise, advocating for their needs, and ensuring they have a say in decisions that affect their classrooms.
Allocating funding appropriately will be a key priority, and I will work diligently to ensure that resources are directed toward the areas that have the greatest impact on student learning and teacher support. My approach will be rooted in listening, collaborating, and taking meaningful action to create a thriving educational environment for everyone.
MT: What are your thoughts on the new cell phone policy adopted by the State Board of Education?
SR: I believe that cell phone policies in schools should strike a balance between maintaining a focused learning environment and recognizing the reality of modern technology in students’ lives. While I understand the rationale behind the State Board of Education’s new cell phone policy, I think it’s essential that we trust our teachers’ professional judgment in enforcing these rules. Teachers are on the front lines and understand the specific needs of their classrooms and students best. We need policies that promote learning without unnecessarily restricting the ability to communicate in emergencies or when educational technology is beneficial. Therefore, I support a flexible implementation that allows teachers and administrators to use their discretion while ensuring that any disruptions are minimized and that students can stay engaged in their education.
MT: How will you advocate for underserved or underrepresented communities within the school district?
SR: I have witnessed firsthand how students, especially those from underserved or underrepresented communities, can fall through the cracks in our educational system. To address this, I will advocate for smaller class sizes, ensuring teachers have the capacity to give every student the attention they need. This is crucial for identifying and supporting students who might otherwise be overlooked.
Additionally, I will push for increased staffing, including aides and specialized support personnel, to provide individualized attention and tailored support for students facing unique challenges. Ensuring adequate resources for special education and English language learners will also be a priority, as these students often require specific assistance that is not always readily available. I will also work towards creating strong partnerships with community organizations to provide wraparound services for families and students in need, recognizing that education does not happen in isolation. My goal is to create an environment where every student has the opportunity to succeed, regardless of their background or circumstances, and to build a district that truly serves all its members.
MT: What leadership roles have you held, either in or outside of public office?
SR: While I have not held public office before, I have had the privilege of serving in numerous leadership roles throughout my career and community involvement. I am the VBS director at my church, where I manage programs, organize events, and work with a team of dedicated volunteers to create meaningful experiences for children. I also served as the youth and children summer intern for two summers, gaining valuable insight into managing activities and supporting the growth of young people. In my teaching career, I worked closely with other educators and administrators to develop curriculum components like report cards, and I provided support to my colleagues by researching and sharing best practices for working with neurodivergent students. I’ve also been deeply involved in the children’s ministry at my church for nearly two decades, overseeing activities and leading different programs, which has given me experience in organizing, managing, and guiding groups effectively. These roles have prepared me to be a strong advocate and collaborator. I bring a commitment to working with others, listening to diverse perspectives, and leading by example, qualities that are essential for effective leadership in our school district.
MT: What current initiatives do you support that would build on the district’s academic successes?
SR: I support initiatives that align with my core focus on prioritizing teachers, students, and ensuring transparency in funding. Building on the district’s academic successes starts with supporting our educators—by listening to their needs, providing resources, and valuing their expertise in curriculum implementation. Consistency in the curriculum across the district will help ensure equitable learning opportunities for all students. A key priority for me is ensuring that district funds are allocated with fidelity. Many voters are rightly concerned about transparency in spending, and I share their belief that resources must be used effectively to directly support the learning environment. This means prioritizing spending that benefits classrooms, improves educational tools, and makes a difference in student outcomes. By focusing on how funds are spent and making this process transparent, we can build trust within the community and ensure that every dollar is put to its best use.
MT: What policies would you advocate for to improve student outcomes and close any achievement gaps?
SR: To improve student outcomes and close achievement gaps, I would advocate for policies that focus on smaller class sizes and increased support staff. Smaller class sizes allow teachers to provide more individualized attention to students, identify learning challenges early, and tailor instruction to meet diverse needs. This is especially crucial for students who may be struggling academically or who come from underserved backgrounds, as they often require more personalized support to thrive. In addition, I support policies to increase the number of support staff, such as instructional aides, counselors, and intervention specialists. These professionals play a vital role in addressing both academic and emotional needs, ensuring that students receive the help they need beyond the classroom.
I also believe in increased necessary professional development for teachers, with a focus on equity and effective intervention strategies. By equipping educators with the right tools and knowledge, we can help bridge achievement gaps and provide a quality education for all students. Providing resources for students with special needs, and expanding after-school programs or tutoring initiatives, are also essential steps in making sure every student has the opportunity to succeed.
MT: How would you handle disagreements within the board or with district
Stakeholders?
SR: As an educator, I learned the importance of mitigating conflicts and fostering a positive environment for collaboration. Handling disagreements within the board or with district stakeholders requires professionalism, respect, and a focus on the ultimate goal—creating the best environment for our students and educators. All board members have a duty to act professionally, which means engaging in open communication and being willing to listen to diverse perspectives. Disagreement is inevitable, but how we handle it sets the tone for our entire district.
I would prioritize fostering an atmosphere where every voice is heard and where disagreements are approached constructively, with open dialogue and justification for decisions and policies. While I prefer to avoid conflict, I also recognize that there are moments when standing firm is necessary, particularly when it involves advocating for students and educators. At the same time, knowing when to ‘choose your battles’ is essential for maintaining focus on what truly matters.
Clear roles and regulations are crucial to ensure productive meetings. I strongly support having a zero-tolerance policy for bullying, whether among students or within board discussions. There is no room for spitefulness or rudeness; we must lead by example, modeling the same respect and collaboration we expect in our schools. By maintaining open communication, transparency, and a shared commitment to our students’ well-being, we can work through disagreements productively and effectively.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
SR: I believe that the 1% sales tax for school capital improvements can be a valuable tool for enhancing the educational environment, as long as the funds are used with complete transparency and fidelity. If managed properly, these funds could go a long way in improving school facilities, expanding resources, and creating better learning environments for both students and teachers. However, it’s essential that the community sees clear and measurable benefits from this tax. To gain my support, there must be accountability measures in place to ensure that the funds are allocated responsibly and directly toward the improvements they are intended for, rather than being diverted to unrelated expenses. I would advocate for open reporting on how these funds are being used and involve the community in discussions about planned projects.
Ultimately, the focus must be on how this tax can directly benefit our students and educators, by providing safe, functional, and inspiring spaces that foster learning and growth.
MT: How will you support student mental health and well-being within the school system?
SR: Supporting student mental health and well-being is a critical component of a successful educational environment. To address this, I would advocate for policies that prioritize more support staff, such as counselors, social workers, and mental health professionals, who are dedicated to helping students navigate challenges. By having more specialized support, we can ensure that students receive timely and appropriate care when they need it. I also believe in reducing the stress associated with excessive standardized testing. By shifting our focus away from ‘teaching to the test’ and toward more holistic, supportive learning experiences, we can create a healthier environment that allows students to thrive emotionally as well as academically.
Additionally, incorporating lessons on coping mechanisms and mental wellness into the curriculum will help students learn how to manage stress, build resilience, and understand their emotions better. Conflict management programs and peer support systems are also valuable tools for promoting a positive school culture, where students feel safe and supported by both adults and their peers.
Ultimately, my goal is to create an environment that recognizes the importance of mental health as part of the overall student experience, ensuring that our schools are places where students can grow not just academically but also emotionally and socially.
District Five
Margaret Walker
I am the wife of Darreyl Walker, mother of two adult sons, grandmother of five, and a semi-retired Registered Nurse. I retired from McLeod Health with 32 years of service and from the Columbia VA Healthcare System with 15 years of service. Because I believe nursing is a calling rather than a career, I continue to use my knowledge and experience to help others. I have a Post - Master of Science Degree in Nursing, have been certified in multiple areas of nursing, and maintain certification as a Case Manager. I have been professionally recognized and received multiple awards to include being identified as an expert Nurse Case Manager by the American Nurses Credentialing Center. I was born and raised in Camden. I ascribe to the concept of servant-leadership and live my life according to Matthew 7:12 / Luke 6:31.
MT: How do you plan to engage with students, parents, and educators if elected?
MW: I plan to engage with students, parents, and educators via calls, emails, texts, and being actively engaged in school and community events by continuing to be present to have in-person conversations as well as to host a quarterly or bi-annual family engagement program, virtually or in person.
MT: How would you encourage community involvement in district decision making?
MW: Fostering positive parental/community involvement is imperative to creating a wholesome environment for our students. I would encourage community involvement in district decision-making by encouraging stakeholders to become proactive participants rather than reactive complainers. I would advocate for proactively contacting and engaging members of underrepresented populations. All communication resources should be used to invite stakeholders to meetings and a welcoming atmosphere should be created. There should be clarity and transparency about the purpose of meetings. I would also encourage sharing feedback to inquiries to ensure stakeholders are incorporated in the final decision whenever possible.
MT: How will you advocate for underserved or underrepresented communities within the school district?
MW: I will advocate for underserved or underrepresented communities within the school district by requesting input from the families of the underserved communities. I will show kindness, listen to understand, use inclusive language, work to connect the underserved with resources, and follow up with families to determine what’s being done or has been done.
MT: What is your long-term vision for the Clarendon County School District, and how will work to achieve it?
MW: My long-term vision for the Clarendon County School District is that the district implements and maintains a strategic plan with goals for the district’s financial stability and student achievement. It is my belief that with the strategic plan, we should have goals to ensure a holistic education resulting in our students becoming well-rounded, confident, responsible, productive citizens. In classes, students have different academic experiences, strengths, and needs. I would support using varying processes to meet children where they are and setting clear learning goals to be achieved.
MT: How would you handle disagreements within the board or with district stakeholders?
MW: When disagreements exist within the board or with district stakeholders, in most cases respect and open communication can resolve most issues. It is imperative to be open-minded and objective when working as a team to accomplish a common goal. I will act impartially and seek additional information as we work together to identify underlying concerns and professionally address the issues.
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
MW: Balanced technology is essential to engaging and assisting students with different learning styles, keeping students engaged, and/or teaching students life skills. I would propose balancing technology usage in the classroom by scheduling realistic time limits for technology tools, varying the type and purpose of screen time by using technology for different activities such as research, creation, communication, and/or collaboration.
MT: What is your position on the state’s instructional material guidelines, particularly regarding age-appropriate content?
MW: My position on the state’s instructional material guidelines, particularly regarding age-appropriate content is that I will operate within the guidelines. It concerns me that the regulation may be too restrictive and that children will miss being taught many of the classics that I/we were taught in an environment where they can share and hear the interpretations and views of others.
MT: What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
MW: My leadership roles and experiences are varied and includes EMT-P shift supervisor, house (hospital) nurse supervisor, nurse manager, and chair of multiple committees in community and church organizations. The skills from those roles I believe will benefit the school board are to attend and be prepared for meetings, advocate for those unable to speak for themselves, maintain confidentiality, understand that the board’s designee speaks on behalf of the board, support and adhere to laws and policies, respect the majority rule, and collaborate to achieve the common good.
MT: How would you ensure accountability in the use of district funds, particularly for capital improvement projects?
MW: First, the district’s Finance and Administration Operations Policy should include an overview of a system with fiscal management and guidelines for procurement/contracting, which would have fiscal controls to ensure accountability. It is the board’s responsibility to provide oversight and make approvals for the overall budget/spending for the superintendent to implement and oversee. I would intensely review monthly financial reports, annual reports, and audit reports. More specifically for capital improvement projects, I will work to ensure adherence to the SC state legislature guidelines as outlined in SC Code of Laws for capital improvement.
MT: What steps would you take to ensure the community is well informed about school budgets and expenditures?
MW: Again, I would encourage community involvement by attending board meetings and communicating with board members with specific concerns. Both the district’s budget, expenditures and fiscal audits are considered public information. The annual audit is one of the most comprehensible views of the district’s or any entity’s fiscal management and activities.
District Six
Bobby Fleming
Robert “Bobby” Fleming is a dedicated public servant and community leader with a robust educational background and nearly three decades of experience in public service. He holds a Bachelor of Science degree in Marketing from South Carolina State University, an associate degree in Mortuary Science from Gupton-Jones College of Funeral Service, and is a graduate of Leadership South Carolina. As a licensed South Carolina Funeral Director, he has demonstrated his commitment to serving others in various capacities.
His nearly 30-year tenure with the Clarendon School District 2 Board of Trustees and the Clarendon School Board includes roles as Legislative Contact and former Board Chair. Additionally, he has served as a member of the 6th Congressional District Federal Relations Network School Board and Judicial Screening Commission.
A devoted member of his community, he actively participates in several organizations, including Omega Psi Phi Fraternity, Inc., Brotherly Love Lodge 99, the Good Fellows Club of Sumter, and the Trustee Board of Ebenezer Missionary Baptist Church. His public service career also includes work as a Probation and Parole Officer and DSS Case Manager.
MT: What connections do you have with the district’s schools, either as a parent, educator, or community member?
BF: I currently have distant relatives who are employed within the Clarendon County School District. While I do not have children in the system at this time, my connections to the district run deep through my family ties. I understand the importance of education in our community and the valuable role that teachers and administrators play in shaping the lives of our students. It is my commitment to ensure that every child in CCSD receives the support and quality education they deserve, and I will advocate for the needs of our students and families as a member of the school board.
MT: What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
BF: I have spent my entire career working alongside my family in our business, Fleming and Delaine Funeral Home, where I currently serve as a Senior Funeral Director. This role has instilled in me a strong work ethic, the ability to manage complex situations, and a commitment to serving others.
I had the privilege of being a graduate of Leadership South Carolina in 1996, which further developed my leadership skills and community engagement. This experience allowed me to collaborate with diverse individuals, analyze complex issues, and develop strategic solutions - skills that will be invaluable in navigating the challenges facing the school board.
I am currently serving as a member of the appointed CCSD Board of Trustees from 2022 to the present. In this role, I continue to advocate for the needs of our students and community, drawing on my extensive experience from my previous tenure with Clarendon District 2 (1992-2021).
My focus on enhancing educational opportunities remains strong. I am dedicated to working alongside fellow trustees to ensure resource allocation, support our educators and administrators, and address the challenges our district faces. For example, I helped spearhead the initiative to implement district needs assessment which has led to Walker Gamble Elementary getting a new school and us providing ways for capital improvements throughout the district to make sure out students have the best learning environment in which to thrive.
Serving on the board during this critical time has allowed me to be involved in ongoing initiatives aimed at improving academic outcomes and fostering a positive learning environment for all students within the Clarendon County School District. I am dedicated to collaborating with all stakeholders to ensure our schools continue to thrive and meet the evolving needs of our community.
MT: How would you ensure that the funds from the penny tax are used effectively and transparently?
BF: Ensuring the effective and transparent use of penny tax funds is paramount to the success of our district. As a long-serving member of this board, I’m proud to highlight that we have already implemented a strong foundation for accountability and transparency. We have ensured that vital capital improvements have been made using the penny tax, which is a part of our public budget each year. However, we cannot rest on past successes. We must continue to be vigilant in our efforts to maximize the impact of these funds.
To achieve this, we must first establish clear and specific goals aligned with the district’s strategic plan, prioritizing the most pressing needs. A detailed and transparent budget outlining how the funds will be allocated to each project or initiative should be developed and presented to the public. We must then establish a system for regular monitoring and reporting, setting benchmarks for success, tracking expenditures, and reviewing progress at regular intervals.
Engaging a reputable and independent auditor to conduct regular financial audits is crucial to ensure proper fund utilization. Building public trust through transparency is essential. We must hold community forums to present updates on penny tax projects and solicit feedback, continue holding open board meetings, and create accessible online resources for public engagement. By prioritizing critical needs and implementing these measures, we can ensure that the penny tax funds are used effectively and transparently to benefit all students and our community.
MT: What is your stance on the Title XI bathroom policy, and how should the district ensure compliance while maintaining student safety and comfort?
BF: The Title XI bathroom policy is a complex and sensitive issue requiring careful consideration of both legal compliance and student well-being. My stance is rooted in upholding the rights of all students while ensuring a safe and supportive learning environment for everyone. The district should prioritize safety and comfort for all students, addressing any concerns about harassment or bullying, while strictly adhering to the requirements of Title IX, which prohibits sex discrimination in educational programs. We will develop a clear and comprehensive policy outlining the district’s approach to Title XI bathroom access, based on federal law, considering the needs and concerns of all students, and addressing potential issues such as harassment and privacy. We will foster open communication with students, parents, and staff, encouraging a dialogue about respectful and inclusive practices. The district will provide support and resources for all students, particularly those who may feel vulnerable or marginalized. We will explore flexible solutions that address individual student needs while maintaining a safe and respectful environment for all. The effectiveness of the policy will be regularly evaluated, and necessary adjustments will be made to ensure compliance, safety, and the well-being of all students. Ultimately, the goal should be to create an inclusive and welcoming environment where all students feel respected, safe, and supported. By implementing a thoughtful and comprehensive approach that balances legal compliance with student needs, we can ensure that all students have the opportunity to thrive in our schools.
MT: What are your thoughts on the South Carolina Education Scholarship Trust Fund Act, and would you support or oppose efforts to expand private school vouchers in the state?
BF: The South Carolina Education Scholarship Trust Fund Act, commonly known as the “school choice” or “voucher” program, is a complex and controversial issue with strong arguments on both sides. It’s important to approach this topic with nuance and a commitment to ensuring all students have access to a quality education, regardless of their chosen school setting.
Here are my thoughts:
Concerns:
Impact on Public Schools: I share concerns about the potential negative impact of expanded voucher programs on public schools. If funding is diverted away from public schools to support private schools, it could lead to budget cuts, larger class sizes, and fewer resources for public school students.
Accountability and Transparency: It is crucial that any voucher program be held to high standards of accountability and transparency. We need to ensure that private schools receiving public funds are meeting quality standards, serving a diverse student population, and providing a high-quality education.
Equal Access: We need to consider the potential for exacerbating existing inequities in access to quality education. Voucher programs can unintentionally benefit students in more affluent areas, while students in under-resourced communities may lack the resources or information to navigate the program effectively.
Potential Benefits:
Choice for Families: For some families, the option to choose a different school setting could be beneficial. This could include families seeking specific religious instruction, or those who believe a different educational environment would better meet their child’s needs.
Competition and Innovation: Some argue that voucher programs can foster competition among schools, leading to improvements in quality and innovation. This could potentially drive public schools to improve their offerings in order to remain competitive.
My Stance:
As a school board member, my priority is ensuring that all students within our district receive a high-quality education. I believe that public schools are the cornerstone of our community and must be adequately funded and supported.
While I acknowledge the potential benefits of choice for some families, I would need to see strong evidence that an expanded voucher program would not negatively impact public schools and that it would truly enhance educational opportunities for all students, especially those most vulnerable.
Moving Forward:
I would support efforts to improve public education, including:
Adequate Funding: Public schools must be adequately funded to provide a quality education for all students.
Enhanced Teacher Training: Supporting teacher training and professional development is essential for improving educational outcomes.
Increased Parent Involvement: Fostering strong partnerships with families and the community is crucial for supporting student success.
Ultimately, the goal should be to create a system where all students, regardless of their zip code or chosen school, have access to a quality education that prepares them for success in life.
MT: What is your long-term vision for the Clarendon County School District, and how will you work to achieve it?
BF: As a long-time member of the Clarendon County School District Board and previous Clarendon School Boards, I, Bobby Fleming, have dedicated over four decades to this role because I believe deeply in the power of education to transform lives. I’m running for a seat on the CCSD Board of Trustees once again because I want to continue my commitment to our students, teachers, and community. Throughout my years of service, I have witnessed the incredible progress our district has made, as well as the challenges we face. I am passionate about advocating for our students’ needs, ensuring they receive the highest quality education and support available. My vision for the future of CCSD focuses on maintaining fiscal responsibility while investing in innovative programs that enhance learning opportunities. I want to work closely with our educators, parents, and community members to create a collaborative environment that fosters student success. Additionally, I am committed to addressing pressing issues such as improving school safety, enhancing technology access, and supporting mental health resources for our students. Serving on the board has been one of the most rewarding experiences of my life, and I believe my experience and dedication make me a strong candidate to continue representing our community. Together, we can ensure that every child in our district has the opportunity to succeed and thrive. Thank you for your support, and I look forward to continuing this important work on behalf of our students and families.
Enhanced Student Mental Health Resources: The well-being of our students is critical to their success. Increasing access to mental health services and support within our schools is essential to help students cope with stress, anxiety, and other challenges they may face. By investing in mental health professionals and programs, we can create a healthier learning environment.
Improvement of School Infrastructure: Many of our school facilities are in need of upgrades and renovations to ensure that students have access to safe, modern, and conducive learning environments. This includes addressing basic needs such as classroom conditions, technology access, and general safety measures to support effective teaching and learning.
Curriculum and Technology Advancements: To adequately prepare our students for the future, we must invest in updating our curriculum and integrating more technology into the classroom. This includes providing teachers with professional development opportunities, so they are equipped to utilize new educational tools effectively, and ensuring al students have access to the necessary resources to thrive in a digital world.
By focusing on these three pressing needs, we can work towards providing all of our students with a high-quality education that prepares them for future success.
Meeting the pressing needs of the Clarendon County School District (CCSD) will require a collaborative and strategic approach. Here’s how I foresee addressing each of the top three needs:
Enhanced Student Mental Health Resources:
Collaboration with Local Mental Health Organizations: I would advocate for partnerships with local mental health agencies to provide counselors and support services within our schools. This collaboration can help ensure that students have access to the help they need.
Professional Development for Staff: Providing training for teachers and staff to recognize mental health issues and respond appropriately can create a supportive environment. Equipping our staff with the tools to identify and assist students will be key.
Awareness and Outreach Programs: Implementing awareness campaigns for students and families can reduce stigma around mental health and encourage students to utilize available resources.
Improvement of School Infrastructure:
Conducting Facility Assessments: I would push for a comprehensive evaluation of all school facilities to identify areas in need of repair and enhancement. This assessment will guide our funding and renovation priorities.
Seeking Grants and Funding: Actively pursuing state and federal grants, as well as community partnerships, will be crucial in securing additional funding for infrastructural improvements. Transparency about our needs can also encourage community support and investment.
Long-Term Capital Improvement Plan: Developing a long-term plan that prioritizes infrastructure upgrades based on immediate needs and overall impact on student learning wil ensure we’re effectively using resources.
Curriculum and Technology Advancements:
Curriculum Review and Updates: Working with educators, administrators, and curriculum specialists to regularly review and update the curriculum to align with current educational standards and workforce needs will be necessary. Engaging teachers in this process will ensure buy-in and relevance.
Investing in Technology Access: Allocating funding for updated technology, such as tablets, laptops, and software, will be essential for enhancing the learning experience. Exploring partnerships with tech companies can also help provide these resources at a lower cost.
Professional Development: Providing ongoing training for teachers on incorporating technology into their curriculum will empower them to deliver engaging and effective lessons while utilizing new tools.
By adopting a proactive approach that includes collaboration, investment, and community engagement, we can effectively meet the needs of CCSD and create a positive impact on our students’ education and well-being.
MT: How will you advocate for underserved or underrepresented communities within the school district?
BF: Advocating for underserved and underrepresented communities within the school district is not just a responsibility; it’s a core principle that guides my commitment to serving on the school board. I will continue to:
Use data to identify and address disparities: I’ll use data to identify and address disparities ni achievement, opportunity, and resources across various student populations. This includes examining test scores, attendance rates, suspension rates, and access to programs like advanced coursework or extracurricular activities. This data will help us pinpoint areas where interventions are needed.
Champion representation and inclusion: I’ll advocate for increasing representation of diverse voices on school-based committees, advisory groups, and decision-making bodies. This includes encouraging participation from parents, community members, and students from underrepresented backgrounds.
Support cultural competency training: I’ll champion the implementation of cultural competency training for al staff, ensuring that educators are equipped to understand and address the diverse needs and backgrounds of their students. This training will help create a more inclusive and welcoming environment for all.
Prioritize targeted interventions and supports: I will prioritize funding and resources for programs that specifically address the unique challenges faced by underserved or underrepresented students. This could include early intervention programs, after-school and summer programs, and mental health and counseling services.
Build strong community partnerships: I work to build strong relationships with community organizations and agencies that support underserved populations. These partnerships can provide valuable resources, mentorship, and advocacy for students and their families.
Advocate for transparent communication: I will champion open and transparent communication with families from underserved communities, ensuring that they have access to information, resources, and opportunities to participate in the decision-making process.
Advocate for equitable funding: I will advocate for equitable distribution of resources and funding to schools serving high concentrations of students from underrepresented communities. This will ensure that these schools have the resources they need to support their students’ success.
By implementing these strategies, we can create a school district where all students, regardless of their background, have the opportunity to reach their full potential. This commitment to equity and inclusivity is essential for building a thriving educational environment where every child feels valued, supported, and empowered to succeed.
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
BF: Balancing technology use in the classroom with student engagement and focus is a crucial aspect of preparing our students for the 21st century. As a 1:1 district, we have a unique opportunity to leverage technology to build 21st-century learners while maintaining the core components of a well-rounded education. Here’s how I propose we achieve this balance, always remembering that technology is a tool to enhance, not replace, the power of face-to-face instruction and the dedication of our outstanding teachers:
Purposeful Integration: Technology should be seamlessly integrated into the curriculum to enhance learning, not just for the sake of using technology. Teachers should thoughtfully plan how technology will be used to achieve specific learning objectives, ensuring that it enhances engagement, provides opportunities for creativity, and deepens understanding.
Student-Centered Approach: Technology can be a powerful tool to personalize learning experiences. Teachers should leverage technology to differentiate instruction, allowing students to work at their own pace and explore content in ways that best suit their learning styles.
Digital Citizenship and Literacy: Incorporating digital citizenship and media literacy into the curriculum is essential. Students need to understand how to use technology responsibly, critically evaluate information, and protect themselves online. This helps them become responsible and informed digital citizens.
Balanced Curriculum: We must ensure that technology doesn’t replace essential components of a well-rounded education, such as face-to-face interaction, collaborative learning, critical thinking, and hands-on experiences. A balanced curriculum that integrates technology alongside traditional teaching methods is key to developing well-rounded individuals.
Mindful Technology Use: It’s important to be mindful of the potential drawbacks of excessive screen time. Teachers should encourage breaks from technology and incorporate activities that promote physical activity, social interaction, and creative expression.
Professional Development: Investing in ongoing professional development for teachers to learn best practices for integrating technology effectively is crucial. This ensures that teachers are equipped to leverage technology as a tool for engaging and enriching instruction. Our teachers are mandated to receive 6 hours of professional development that assists in their knowledge of integrating instructional technology.
Parent and Community Engagement: It’s important to involve parents and the community in understanding how technology is being used in the classroom. Open communication and collaboration can help address concerns and ensure that everyone is on board with the district’s digital learning vision.
Our commitment to building 21st-century learners aligns with the Profile of the SC Graduate, which emphasizes critical thinking, problem-solving, creativity, and digital literacy. By thoughtfully integrating technology, we can empower our students to become active learners, critical thinkers, and successful contributors to our world.
However, we must never undermine the vital role of face-to-face instruction and the dedication of our exceptional teachers. They provide the foundation for a rich learning experience, fostering connections, building relationships, and creating a vibrant classroom environment. Technology should augment, not replace, this essential human connection. By striking this balance, we can create a learning environment that empowers students to thrive in a rapidly changing world
MT: What do you believe are the greatest strengths of the Clarendon County School District, and how would you help to preserve and enhance these strengths?
BF: Clarendon County School District boasts several strengths that I believe are essential to our success:
Rich History: Our district’s historical significance as the foundation of Brown v. Board of Education serves as a constant reminder of our commitment to equity and access to education.
High-Quality Education: Our consistent achievement, with no below-average schools, is a testament to the dedication and hard work of our educators, administrators, and staff. This commitment to quality education is a significant asset and a source of pride for our community.
Strong Community Support: The district benefits from a strong and engaged community that is invested in the success of our students. This partnership between the school and community provides valuable resources, support, and opportunities for our students.
Recognized CTE Programs: Our nationally recognized Career and Technical Education (CTE) programs are a valuable asset that prepares our students for both college and careers, equipping them with the skills and credentials to succeed in a competitive job market.
To preserve and enhance these strengths, we must continue to invest in our educators, provide them with the resources and support they need, and actively address any disparities in access to opportunity and resources. We should embrace innovative approaches to integrating technology into the classroom, fostering strong partnerships with our community, and ensuring that every student has the chance to achieve their full potential.
By building upon these strengths, we can continue to provide a high-quality education for all students in Clarendon County School District, honoring our historical legacy while creating a vibrant and thriving learning environment.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
BF: See my answer to #5 which encompasses the answer to this question.
Robert Kolb
I graduated from The Citadel in 1992, and I received my master’s degree from Lesley University in 1996. I completed Air War College course in 2007. My wife and I married in 1992. We lived in Manning until I went on active with the USAF as a second lieutenant. While waiting to go on active duty, I substitute taught at Clarendon County schools. After retiring from the USAF as a lieutenant colonel, we lived in Bristow, VA where I ran the Global Support Division of Maxar for 6 years. When I returned to South Carolina, I fulfilled a lifelong goal by starting my own company, Jethro’s BBQ sauce. I also returned to work in the USAF as government civilian.
Lara and I have 4 adult children (GiGi, Wylie, Abby, and Corby), three of whom live in Manning.
MT: What connections do you have with the district’s schools, either as a parent, educator, or community member?
RK: My wife is the director of Clarendon County Adult Education. I attend the monthly school board meetings.
MT: What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
RK: During my Air Force career, I provided leadership to my subordinates at the squadron, group, and wing level. As a Chief of Staff at a large US government organization, I provided oversight on all management functions to run an organization to include a 70M dollar budget. As Director, Global Support Division, Maxar Technologies, I ran a team of software engineers, program managers, and system engineers. I had to research, understand, and lead the diverse team to provide an excellent product to the customer.
MT: How would you ensure that the funds from the penny tax are used effectively and transparently?
RK: First, we need to understand the “penny tax” has two parts, the local option sales tax and the school district capital education tax. The local option sales tax and capital education tax parts are a two-penny tax. Once we understand the two parts, we can ask the question, “Where are the funds being spent?” Currently the penny tax is not included in the school board annual budget. For proof, I can provide the email between the school district’s finance director showing she does not include the tax in her annual budget. To answer the question, I would propose we direct the finance director build monthly burn down charts to show the monthly spend plan against each source of funds vice the monthly verbal roll-up she provides in the board meeting. In government accounting, burn down charts show the progress actual versus budgeted expenses.
MT: What is your stance on the Title IX bathroom policy, and how should the district ensure compliance while maintaining student safety and comfort?
RK: The district should follow the state law and ignore the federal policy which is not enforceable as law.
MT: What are your thoughts on the South Carolina Education Scholarship Trust Fund Act, and would you support or oppose efforts to expand private school vouchers in the state?
RK: I disagree with private school vouchers. The public schools must learn a new term, accountability. If we set high standards in the public schools, and we hold school system leadership accountable, we can provide high quality education for county students.
MT: What is your long-term vision for the Clarendon County School District, and how will you work to achieve it?
RK: We must change the culture of non-accountability. Everyone in the district must meet standards. Failure to meet standards must have consequences.
MT: How will you advocate for underserved or underrepresented communities within the school district?
RK: We have many programs in the district which are undervalued. We must change our thoughts on every student must go to college. What we, as a school district, must do educate students in order for the student to become a productive citizen in the community.
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
RK: I just read a book, The Great School Re-think by Frederick Hess. One section of the book spoke to technology implementation and the failure of technology in the classroom. In the book, Hess explained how school fail to implement technology correctly because they fail to plan technology use. One issue I have had parents engage [with] me is the use of technology in the schools.
MT: What do you believe are the greatest strengths of the Clarendon County School District, and how would you help to preserve and enhance these strengths?
RK: The greatest strength of the Clarendon County School District is the funding. The district has resources to provide excellent education.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
RK: As a private school principal and I discussed the issue over 30 years ago, the voucher program will allow the private schools to charge more per student. His exact quote, “If the parents get vouchers, I will raise tuition immediately to match the voucher amount.”
Kenneth Lovorn
I was born in Mississippi and, before starting school, my parents moved to Oklahoma. I attended primary and secondary school in Midwest City, OK and graduated in 1970 from the University of Oklahoma with a BS in electrical engineering and a minor in math. I got married while in college and moved to a small, rural town in eastern Oklahoma for my first job as a logic circuit design engineer. That job failed within 12 months, so I changed fields to a facilities electrical engineer in Oklahoma City. As a part of that position, I moved to suburban Virginia to manage a branch office of the same engineering firm. I had the fourth of my four children while in that office, but ended up changing wives and jobs, working for a New York City engineering firm in Washington D.C. My new wife and I had two children and then adopted five children from Russia. After my divorce, I started my own engineering office in Pittsburgh, PA, which I operated for 20 years until my retirement in 2020. Before my retirement, my new wife, PJ, and I decided that we needed to return to the south and chose Manning for our winter home. In 2018, we moved down to Manning on a full-time basis and have loved it. We found a lovely church home in Manning UMC and for the past year or so, I have made the communion bread, which is one of my many joys living here.
MT: What connections do you have with the district’s schools, either as a parent, educator, or community member?
KL: We have lived in Manning for the last eight years. As a concerned community member, I have offered to provide free tutoring for students that are struggling with math, since that was my minor in college.
MT: What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
KL: I was an electrical engineer as my career and was always in a lead position, directing the workload for as many as 20 employees on multiple projects. I finally ventured into owning my own business and lead a successful company of 24 people in a profitable design business for over 20 years, before finally retiring. We provided electrical, mechanical and plumbing design for multiple facilities, including primary, secondary, and higher education during that time. As a part of our design process, we had to be intimately familiar with the internal functioning of all of these schools, making me unique in school board election as one of the very few who understands the internal functioning of schools from an operational perspective.
In addition, I raised eleven children and successfully got them educated to their maximum potential. In the group, I had one doctor, one lawyer, one mental health therapist, and two other college graduates. Five of my children were adopted from Russia and were dealing with inherited drug issues so they were able to complete high school but were not capable of a college education. This experience gave me a perspective on being able to encourage children to succeed to their best capabilities, which I believe would be useful in my position on the school board.
MT: How would you ensure that the funds from the penny tax are used effectively and transparently?
KL: First, I would make sure that the school did not spend $2,000,000 on an exercise facility that was added to an elementary school where no students EVER used the facility. By the time the facility was completed, there were no students attending that school.
MT: What is your stance on the Title IX bathroom policy, and how should the district ensure compliance while maintaining student safety and comfort?
KL: Biological males should utilize the boys’ bathrooms and biological females should utilize the girl’s bathroom. If there is a biological male or female that feels that they have been born in the wrong gender, the school administration should designate a separate bathroom for these students, separate from those intended for biological males or females.
MT: What are your thoughts on the South Carolina Education Scholarship Trust Fund
Act, and would you support or oppose efforts to expand private school vouchers in the state?
KL: I would be interested in how the private school vouchers are funded. If the funds for these vouchers do not impact the funding for public schools, the program could assist low-income families in obtaining tutoring and other special educational support that they could not otherwise afford.
MT: What is your long-term vision for the Clarendon County School District, and how will you work to achieve it?
KL: My long-term vision for Clarendon County Schools would be to regain control of school funding instead of simply looking for another way to spend the district money and continually raising the tax rate to accommodate it.
MT: How will you advocate for underserved or underrepresented communities within the school district?
KL: All students should be afforded the same opportunity to achieve education to their maximum potential. For those communities where students are falling short of those goals, additional support from the school district should be provided to help in correcting those shortfalls.
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
KL: Students must understand that technology is not a dedicated goal, but it is a tool to assist the student in achieving their maximum potential. Teachers should demonstrate to students how they should utilize these technological tools to further their education and to further their life’s goals.
MT: What do you believe are the greatest strengths of the Clarendon County School District, and how would you help to preserve and enhance these strengths?
KL: The greatest strength in the Clarendon County school district is their taking this opportunity to start afresh with a completely new school board that has the success of the students as their goal while maintaining the school budget within reason.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
KL: While there may be a few students that depart the system to go to private school, the students that remain can utilize the vouchers to improve their performance and grades within the system. With the passing percentage of nine percent in math and 43 percent in English last year, our students really need support to improve their passing performance.
District Seven
George Frierson
George Frierson was born on December 9, 1952, in Alcolu, South Carolina, the same day that Brown v. Board of Education was being heard in Washington, D.C., a fact he feels holds great significance in his life. He served in the U.S. Army for over two years and later worked in manufacturing as an instructor before retiring five years ago. Frierson has held leadership roles, including serving as chairman of the school board during the consolidation of District 3. Deeply committed to his community, Frierson is also a state chaplain and remains active in local affairs, including regular walks where he often meets with Sheriff Baxley. He is divorced, with children, grandchildren, and great-grandchildren, and is the only one of his siblings who still resides in South Carolina.
MT: How would you foster a strong relationship between the school board and the district’s administration?
GF: I have already served in this capacity and understand that the governing body of the district is the board of trustees.
MT: What steps would you take to ensure the community is well-informed about school budgets and expenditures?
GF: I would make sure that everyone is notified of school board meetings, ensuring that citizens are informed about the need to attend these meetings. These discussions impact not only their children but also the community as a whole.
MT: What do you believe are the greatest strengths of the Clarendon County School District, and how would you help to preserve and enhance these strengths?
GF: One of the greatest strengths is the stability of our teaching force, especially in the lower grades. It is important to preserve this stability, as turnover affects the students’ learning experience.
MT: How do you plan to support teachers and students to ensure continued academic success in the district?
GF: I plan to ensure that teachers are focused on teaching, and students are coming to school ready to learn.
MT: What current initiatives do you support that would build on the district’s academic successes?
GF: I support initiatives like holding orientations for students and parents before the school year begins. These orientations provide an opportunity for them to meet teachers and administrators, helping to ensure both students and parents are informed.
MT: What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
GF: I served as the board chair during the consolidation of District 3. I have held various leadership roles, and my experience managing change within the district will be beneficial to the school board.
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
GF: I believe that technology should be used as an enhancement, but it should not be the primary focus. Students today do not retain information as well because they rely on accessing it through their cell phones, and I am concerned that many no longer bring books home.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
GF: The 1% sales tax was put in place to benefit the citizens of Clarendon County, and I believe it should continue.
MT: What policies would you advocate for to improve student outcomes and close any achievement gaps?
GF: It is essential to ensure that children come to school ready to learn. Not all children attend school for academic purposes, but we must focus on fostering a learning environment for those who do.
MT: How will you support students’ mental health and well-being within the school system?
GF: I believe schools should be safe spaces where students do not feel fearful. Creating a secure environment will significantly support students’ mental health and overall well-being.
Amy Green
Amy Green is a graduate of East Clarendon High School. She lives near Turbeville with her husband, Kevin Green, and their daughter, Teagan. They are members of Barrineau P.H. Church. She works as an insurance agent in Clarendon County.
MT: How would you foster a strong relationship between the school board and the district’s administration?
AG: Communication is key. Be willing to listen and find common ground. But that has to go both ways.
MT: What steps would you take to ensure the community is well-informed about school budgets and expenditures?
AG: Social media is a valuable tool in getting information to the public quickly. I will also be available to talk to any county citizen about concerns over any agenda items.
MT: What do you believe are the greatest strengths of the Clarendon County School District, and how would you help to preserve and enhance these strengths?
AG: I believe the FE Dubose Center is a tremendous success for the school system.
MT: How do you plan to support teachers and students to ensure continued academic success in the district?
AG: Listen to the teachers about their success or struggles with the curriculum.
MT: What current initiatives do you support that would build on the district’s academic successes?
AG: I am unaware of any current initiatives as I am not currently on the board.
MT: What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
AG: I have not held public office. However, as an insurance agent I must use my knowledge of state and carrier regulations to provide tailored coverage for my clients. As well as be a point of contact during weather catastrophes and times of personal loss.
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
AG: Technology use should not surpass hands on learning and teacher instruction.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
AG: Personally, I do not feel that the 1% tax should be continued. Clarendon county taxpayers are already overburdened by taxation.
MT: What policies would you advocate for to improve student outcomes and close any achievement gaps?
AG: [Did not answer.]
MT: How will you support student’s mental health and well-being within the school system?
AG: If a teacher notices changes or differences in a student’s behavior or grades, the parents should immediately be contacted and the concerns addressed. Then with parent involvement, hopefully a successful plan of action can be implemented.
District Eight
Darren Wilson
Darren Wilson is a lifelong resident of Clarendon County, living in New Zion with his wife and children. A 1989 graduate of East Clarendon, he holds an MBA from St. Leo University and a Master of Divinity from Union Presbyterian Seminary. Darren currently serves as the Operations/Technology Coordinator for the Lee County School District.
MT: How have you served the Clarendon County community in the past? Name specific churches and/or organizations and projects.
DW: In the past, I have served the Clarendon County community in various ways through my involvement with local churches, organizations, and community projects. For instance, I have worked closely with local churches to support community outreach programs, offering mentorship and leadership guidance to youth groups. I have also been involved in initiatives that promote safety and well-being, leveraging my experience in law enforcement to collaborate with organizations aimed at improving public safety and community relations. Additionally, I’ve participated in various school and district-related projects, providing leadership and support to educational initiatives within the county. These contributions reflect my commitment to the development and well-being of Clarendon County’s residents.
MT: How would you encourage community involvement in district decision-making?
DW: Hosting Town Halls and Community Forums: Regular meetings where community members can voice their concerns, ask questions, and provide feedback. These forums would be held in accessible locations to encourage diverse participation.
Enhancing Transparency: I would work to ensure that decisions, policies, and budgets are clearly communicated through online platforms and public reports.
This would allow the community to stay informed and engaged.
Establishing Advisory Committees: Forming committees that include parents, educators, and local leaders to provide input on key issues affecting the district. These committees would serve as a bridge between the board and the community.
Utilizing Surveys and Polls: Offering digital and paper surveys to gather input from those who may not attend meetings but still want to be involved. This provides a way to reach a broader spectrum of the community.
Partnering with Local Organizations: Collaborating with churches, civic groups, and other local organizations to spread awareness and encourage participation in district initiatives.
Increased Use of Social Media and Online Platforms: Using these tools to keep the community updated and invite real-time feedback, ensuring that everyone, including those who can’t attend meetings, can participate in the decision-making process.
These efforts would create a culture of collaboration, ensuring that decisions reflect the needs and desires of the community.
MT: What are your thoughts on the new cell phone policy adopted by the State Board of Education?
DW: I believe the new cell phone policy adopted by the State Board of Education is a step in the right direction to address the growing challenges of distraction and classroom disruptions caused by smartphones. While cell phones can be valuable tools for communication and learning, they can also hinder student focus and engagement if not properly managed. My thoughts on the policy are as follows:
Supporting Academic Focus: The policy helps create a more focused learning environment by minimizing distractions. This is crucial for students’ academic success, as uninterrupted learning time is essential.
Clear Guidelines for Use: Having a clear policy in place ensures consistency across schools, which helps both students and teachers understand the boundaries of cell phone use during instructional time. This clarity can reduce the potential for conflict or confusion.
Emergency Communication: It’s important that the policy still allows students to access their phones in emergencies, ensuring that safety and communication with parents remain priorities.
Digital Literacy: While restricting phone use in classrooms is necessary, I believe schools should also emphasize teaching students about responsible digital habits, including when and how to use their devices appropriately.
Overall, the policy balances the need for discipline in the classroom with the realities of today’s connected world. It’s important, however, that it is enforced fairly and that schools maintain a dialogue with parents to ensure everyone understands and supports the rules.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
DW: I fully support continuing the 1% sales tax for school capital improvements. This tax has proven to be an effective and equitable way to generate funding for essential school infrastructure projects without placing the entire financial burden on property owners.
Here’s why I believe continuing the tax is beneficial:
Improving School Facilities: The funds raised through the 1% sales tax help address critical needs such as building renovations, technology upgrades, and the construction of new facilities. These improvements create a better learning environment for students and a safer, more efficient space for teachers and staff.
Equitable Distribution of Costs: Since it’s a sales tax, everyone who shops in the area contributes, including visitors and non-residents. This spreads the responsibility for funding improvements more broadly, reducing the burden on local taxpayers.
Supporting Future Growth: As our student population grows, the need for expanded facilities and updated technology will only increase. Continuing the sales tax ensures we have a consistent revenue stream to meet these demands without disrupting other funding sources.
Long-Term Investment in Education: Investing in capital improvements is an investment in the future of our students and community. Well-maintained schools boost student achievement and contribute to the overall economic vitality of the region by attracting families and businesses to the area.
In conclusion, the 1% sales tax is a critical tool for maintaining and improving our school facilities, and I believe it should continue to ensure that our students have access to the best possible learning environment.
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
DW: Balancing technology use in the classroom with student engagement and focus requires a thoughtful approach that maximizes the benefits of digital tools while minimizing distractions. Here’s how I propose to achieve this balance:
Purposeful Integration: Technology should be used as a tool to enhance learning, not replace traditional teaching methods. Teachers should have clear objectives for how and when technology is incorporated into lessons, ensuring it supports the curriculum and fosters deeper understanding rather than just keeping students occupied.
Structured Use of Devices: Setting specific times for technology use, such as during research or interactive activities, helps maintain focus. Outside of those times, students should be encouraged to engage in discussions, hands-on activities, and collaborative work that doesn’t rely on screens.
Teaching Digital Responsibility: Students need to learn how to use technology responsibly. This includes setting boundaries for personal use during class time and understanding the difference between using devices for educational purposes versus entertainment or social media.
Balancing Screen Time with Traditional Learning: A mix of both digital and non-digital learning methods ensures that students stay engaged. For example, using digital tools for interactive learning or research, while also incorporating written assignments, physical activities, or in-person group projects.
Teacher Training and Support: Teachers must be provided with ongoing professional development to effectively integrate technology without compromising student engagement. This ensures they can manage classroom dynamics while still leveraging the advantages of digital learning.
Monitoring and Feedback: Regularly assessing the impact of technology use on student performance and engagement can help schools fine-tune their strategies. Feedback from both students and teachers is essential to understand what’s working and where adjustments are needed.
By intentionally incorporating technology in ways that enhance, rather than detract from, the learning experience, we can create a classroom environment where students stay focused and engaged.
MT: How will you advocate for underserved or underrepresented communities within the school district?
DW: Advocating for underserved or underrepresented communities within the school district is a vital responsibility that requires commitment and action. Here’s how I would approach this advocacy:
Building Relationships and Trust: I would prioritize establishing strong relationships with members of underserved communities, including parents, students, and local organizations. By actively listening to their needs and concerns, I can better understand the challenges they face and how to address them effectively.
Ensuring Representation in Decision-Making: I would advocate for ensuring that voices from underserved communities are included in school board discussions and decision-making processes. This could involve creating advisory committees or focus groups that specifically represent these communities, allowing them to provide input on policies and initiatives.
Promoting Equity in Resources and Opportunities: I would work to ensure that resources, programs, and opportunities are equitably distributed across the district. This includes advocating for targeted funding for schools that serve high populations of underserved students, as well as ensuring access to advanced courses, extracurricular activities, and mental health services.
Supporting Culturally Relevant Curriculum: I believe in the importance of a curriculum that reflects the diverse backgrounds and experiences of all students. I would advocate for the inclusion of culturally relevant materials and perspectives in the curriculum to ensure that all students see themselves represented and feel valued in their education.
Facilitating Access to Support Services: I would work to connect underserved students and families with essential support services, such as tutoring, counseling, and after-school programs. This may involve partnering with local organizations to provide additional resources and support tailored to the unique needs of these communities.
Advocating for Family Engagement: I would promote initiatives that encourage family and community engagement in the educational process. This includes hosting workshops, informational sessions, and events that specifically address the needs and concerns of underserved families, ensuring they feel empowered and involved in their children’s education.
Raising Awareness of Issues: I would work to raise awareness within the school district about the challenges faced by underserved communities. This may involve training for educators and staff on cultural competence, implicit bias, and the specific needs of these populations to foster a more inclusive and supportive environment.
Monitoring Progress and Outcomes: I would advocate for the establishment of metrics to track the academic and social progress of underserved students. Regularly reviewing this data can help identify areas where additional support is needed and hold the district accountable for improving outcomes for all students.
By taking these steps, I aim to ensure that the needs of underserved and underrepresented communities are prioritized and that every student has access to a quality education that prepares them for success.
MT: How will you support student’s mental health and well-being within the school system?
DW: Supporting student’s mental health and well-being within the school system is essential for their overall success, both academically and personally. Here’s how I plan to support this critical area:
Increasing Access to Mental Health Resources: I would advocate for placing more school counselors, social workers, and psychologists in our schools. These professionals can provide students with emotional support, guidance, and mental health resources, ensuring that students have someone to turn to in times of need.
Implementing Social-Emotional Learning (SEL): Promoting SEL programs that teach students coping skills, emotional regulation, conflict resolution, and empathy can help create a more supportive school environment. These programs help students better manage stress and develop healthy relationships with peers and teachers.
Creating Safe and Inclusive Spaces: Ensuring that schools foster a safe and welcoming environment for all students is key to promoting mental health. This includes addressing bullying, discrimination, and social isolation, while promoting inclusivity and respect for all backgrounds and identities.
Collaborating with Community Organizations: Partnering with local mental health organizations and healthcare providers can extend the reach of mental health services for students. These partnerships can help schools offer workshops, counseling services, and outreach programs for both students and their families.
Providing Teacher Training on Mental Health: Teachers play a crucial role in identifying signs of mental health struggles in students. I would support ongoing professional development for teachers to help them recognize and respond to mental health issues, ensuring early intervention when necessary.
Promoting Wellness Programs: Encouraging the implementation of programs that focus on physical health, mindfulness, and stress management, such as yoga, meditation, and physical activity, can have a positive impact on mental well-being. Healthy bodies and minds are interconnected, and schools should foster a holistic approach to student wellness.
Reducing Stigma: It’s important to continue efforts to reduce the stigma surrounding mental health. By creating an open dialogue around mental health issues and providing resources for students, we can encourage them to seek help when they need it without fear of judgment.
By taking a comprehensive approach that includes resources, training, and partnerships, we can ensure that students’ mental health and well-being are prioritized and supported within our schools.
MT: What current initiatives do you support that would build on the district’s academic successes?
DW: I support several current initiatives that build on the district’s academic successes and contribute to further student achievement. These initiatives are key to ensuring that we continue to provide a high-quality education for all students:
Expanding Career and Technical Education (CTE) Programs: I strongly support initiatives that expand CTE programs, which offer students real-world skills and pathways to various career options. These programs prepare students for both the workforce and higher education by combining academic learning with hands-on training.
STEM and STEAM Initiatives: I endorse continuing and expanding Science, Technology, Engineering, Arts, and Mathematics (STEM/STEAM) programs that foster creativity, critical thinking, and innovation. These areas are crucial for preparing students for future job markets and encouraging a strong foundation in problem-solving and collaboration.
Early Childhood Education: Strengthening early learning programs is key to long-term academic success. I support efforts to enhance pre-K and kindergarten readiness programs that lay a solid foundation for literacy and numeracy skills, helping students start strong and achieve academic milestones earlier.
Literacy and Math Intervention Programs: I support initiatives that offer targeted intervention for students who are struggling in reading and math. By identifying challenges early and providing personalized instruction, we can ensure that students don’t fall behind and are prepared for the next grade level.
Professional Development for Teachers: I support ongoing professional development for teachers to keep them informed of the latest educational strategies and technologies. Ensuring that teachers are well-equipped to implement best practices in the classroom directly impacts student outcomes.
Increased Access to Technology and Digital Resources: Building on the district’s use of technology in the classroom, I support initiatives that increase access to digital resources and tools, allowing students to engage with learning in diverse and meaningful ways. This includes expanding access to high-quality virtual learning platforms and devices, ensuring all students benefit from modern technology.
Dual Enrollment and Advanced Placement (AP) Programs: Expanding dual enrollment and AP opportunities gives students the chance to earn college credit while still in high school. I support initiatives that help students take advantage of these programs, which can reduce the cost of higher education and give students a head start on their academic careers.
By supporting these initiatives, we can continue to build on the district’s academic successes and ensure that all students are well-prepared for college, careers, and life beyond the classroom.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
DW: I believe voucher programs could have significant impacts on public schools in Clarendon County, both positive and negative, depending on how they are implemented and managed. Here are some key points to consider:
Potential Loss of Funding for Public Schools: Voucher programs divert public funds to private and charter schools, which can reduce the overall financial resources available to public schools. In a county like Clarendon, where public schools rely on adequate funding to support academic programs, teacher salaries, and facility improvements, this could create challenges in maintaining high-quality education for all students.
Impact on Student Enrollment: Voucher programs may lead to a decline in student enrollment in public schools as families choose private or charter options. A decrease in enrollment could result in lower state and federal funding for public schools, further straining resources and potentially leading to larger class sizes, reduced programs, and fewer extracurricular opportunities.
Equity and Access Concerns: While vouchers offer more school choice, not all families may be able to fully benefit. Many private schools may still be out of reach for low-income families due to tuition costs that exceed voucher amounts, or transportation and other logistical barriers. This could exacerbate inequality in educational opportunities for students who remain in public schools.
Public School Improvement: On the positive side, the competition created by voucher programs could push public schools to innovate and improve in order to retain students. This may result in efforts to enhance academic programs, increase parental involvement, and improve school facilities, ultimately benefiting students who remain in the public system.
Community Impact: Public schools are often at the heart of rural communities like Clarendon County, serving not just as educational institutions but also as community hubs. A reduction in public school funding or enrollment due to vouchers could weaken the connection between schools and the broader community, potentially impacting local pride and support for public education.
In summary, while voucher programs may offer more educational choices for some families, they could also strain public schools in Clarendon County by reducing funding and resources, potentially widening inequities in access to quality education. The long-term impact would largely depend on how voucher programs are designed and whether public schools receive the support they need to remain competitive and effective.
MT: How would you handle disagreements within the board or with district stakeholders?
DW: Handling disagreements within the board or with district stakeholders requires a balanced and collaborative approach. Here’s how I would approach these situations:
Fostering Open Communication: I believe in addressing disagreements openly and respectfully. Encouraging honest, transparent communication allows all parties to voice their opinions and concerns. Listening to differing viewpoints with an open mind is key to understanding the underlying issues and finding common ground.
Staying Focused on Common Goals: When disagreements arise, I would ensure that the focus remains on what’s best for the students and the community. By keeping the well-being and success of students as the central focus, it becomes easier to work through differences and align on solutions that serve the greater good.
Seeking Consensus and Collaboration: I would promote a collaborative approach to problem-solving. This involves seeking consensus whenever possible, but also being willing to compromise and find middle ground. I would work with other board members and stakeholders to identify shared goals and develop solutions that address everyone’s concerns.
Respecting Different Perspectives: Healthy debate is part of effective governance, and I believe that diverse perspectives can lead to better decision-making. I would respect the opinions of others, even when I disagree, and encourage productive dialogue where everyone feels heard and valued.
Using Mediation When Necessary: In cases where disagreements become more difficult to resolve, I would support using third-party mediation or conflict resolution processes. This ensures that disputes are handled in a constructive and professional manner, preventing them from negatively impacting the board’s ability to govern effectively.
Maintaining Professionalism: Throughout any disagreement, I would maintain a professional demeanor, avoiding personal conflicts or letting emotions derail discussions. I believe it’s essential to approach each situation with integrity, focusing on solutions rather than the disagreement itself.
Prioritizing Transparency with Stakeholders: With district stakeholders, such as parents, teachers, and community members, I would ensure that decisions are explained clearly, and the reasoning behind them is transparent. This helps build trust and reduces potential misunderstandings or conflicts.
By fostering open dialogue, seeking consensus, and maintaining a focus on what’s best for students, I believe disagreements can be resolved productively, leading to stronger outcomes for the district and the community.
Jennifer Howard Powell
I am employed as the Adult Services Librarian at Harvin Clarendon County Library and a consultant with Mary Kay, Inc. My husband, Garrick, and I have four children, Katelyn, Leportia, Michael, and Garrick, Jr., and three grandsons, Korbin, Logan, and Grayson.
I grew up in New Zion, but currently live in Gable. My college years and a few out-state residences took me from the community for about 20 of my 55 years. While away, I was still very connected to the community that raised me. I graduated from East Clarendon High School and attended Clemson University, majoring in Food Science with a minor in Business. My professional background includes roles as Executive Director of Clarendon County Council on Aging (Meals on Wheels Clarendon), Library Circulation Manager, Group Home Counselor, Children’s Librarian, Area Coordinator for a nonprofit, Food Research/Development Specialist. In my spare time, I enjoy spending time with family, researching issues related to children and seniors, and learning about government and politics.
MT: How have you served the Clarendon County community in the past? Name specific churches and/or organizations and projects.
JPH: My community leadership includes:
President of Turbeville Ruritan Club, Vice-Chair of Genesis Healthcare Board, Member of Wateree Community Action Agency Board and the Sumter Forum, Class leader for youth at Howard Chapel A.M.E. Church, Co-Chair of Turbeville’s Puddin’ Swamp Festival
Some of my past leadership roles includes:
Student Body President in high school, Vice-Chair of the former Clarendon School District Four Board, Secretary of the Friends of the Harvin Clarendon County Library,
Chair of the Portsmouth City, VA Library Board, Member of both Norfolk/Virginia Beach and Florence Junior Leagues
2007 graduate of Leadership Clarendon
MT: How would you encourage community involvement in district decision-making?
JPH: I would always encourage folks to attend school board meetings to get information firsthand and not depend on others’ interpretations. At the very least, listen to board meetings virtually, whether live or posted later. I will use both my personal and professional social media pages to disseminate information. My professional page commenced at the announcement of my intentions to run for school board and will transition to a forum for school related information. While out and about, I will share information on events sponsored by the district and how one can become involved. I will recommend public forums as needed and necessary. I also believe that we must sometimes meet people where they are. I also think it is imperative to have these forums at times that are convenient to the stakeholders.
MT: What are your thoughts on the new cell phone policy adopted by the State Board of Education?
JHP: Students are in school for a specified time daily for the purpose of learning. Having personal devices can be a distraction in the classroom. We live in a time when bullying is a real problem and removing the devices may reduce instances during the day. Parents should entrust administrators, faculty and staff to notify them in case of emergencies. An important piece to making this work is that parents must have accurate contact information on file with their child(ren)’s perspective schools.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
JHP: I am a supporter of the 1% sales tax for school capital improvements. Regardless of how one may feel about current or past budgets, there are needs of the school district that may be unforeseen and very costly. At some point maintenance and repairing is no longer and option and replacement in the answer. The need may arise for a new facility or an addition to a current facility. The additional tax lessens the burden of property owners. This tax will include all folks who purchase in Clarendon County. There are quite a few folks in the area that are renters and/or do not possess vehicles and this is a way for everyone to contribute.
MT: How do you propose balancing technology use in the classroom with student engagement and focus?
JHP: Technology is here and I do not see us going back to how things were before the advancements of technology. I would like to see teachers encourage conversations within the lessons. I think that will always be a way to know if a student understands a concept when they can verbally explain what has been taught. I believe that technology has its purpose and can be used to enhance teaching concepts. Using technology to poll students is an example of engaging students in certain assignments or projects. I believe using assigned laptops or tablets are preferred over personal cell phones that may be a distraction.
MT: How will you advocate for underserved or underrepresented communities within the school district?
JHP: I believe in collaborations with agencies in the community is a big plus to help fill in the gap. Some are, but not limited to community resource centers, the county library, Save the Children and other similar organizations. These resources often are more specific in their reach and can assist in some instances. I also believe a strong parenting program is a key piece to bridging the gap between families and the schools. Sometimes when a parent has not had a great school experience; it may be difficult for them to express their needs and/or advocate for their child(ren).
I will also be available for not only for the constituents in my district, but to all from all over the county. I want to have a relationship with stakeholders that I’m approachable and will listen to their concerns. With that being said, I am not a micromanager and will advise when protocol dictates.
MT: How will you support students’ mental health and well-being within the school system?
JHP: I think it is imperative to have the proper persons trained to handle situations when they arise; specifically, guidance counselors and social workers. I also think that it would be appropriate to have school assemblies to speak on feelings and it is ok to ask for help.
There may also be times that referrals to outside resources are made. Those making referrals need to ensure that those providing services have been vetted.
MT: What current initiatives do you support that would build on the district’s academic successes?
JHP: While I believe all ages have needs that should be met to assist with their academic success, I would like to focus on preschool and early learners. I feel that with a strong foundation and buy in from parents, the community, and the school, our little ones will start off strong for academic success. In the former Clarendon Districts One, Two, and Three, I saw strong parenting programs that bridged the gap between families and the school. Sometimes when a parent did not have a favorable school experience, it’s difficult for them to help their child(ren) to succeed and to advocate for them. I also believe that the relationships formed with other agencies and organizations will help bridge the gap.
Our job is to ensure our students are educated and prepared for life after high school.
Community resources that specialize in certain areas are just an added bonus to ensure our students’ needs are being met as we take a holistic approach.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
JHP: I believe those dollars following students will negatively affect the Clarendon County schools as the budget will be decreased by those dollars.
MT: How would you handle disagreements within the board or with district stakeholders?
JHP: First and foremost, I don’t know of any group of people who agree on all information given to them to make a decision. Listening is a key component to hearing all sides to be able to make an informed decision. Having empathy when making decisions is also important. I have found that as a former student, parent, and a community member, I have had opinions that were not the same as those that were making decisions. Once appointed to the previous Clarendon Four board, my thoughts on the process had to change at times. Sometimes decisions are made with guidance from policy and law, that must be followed. I believe I will make the best decision with information given and an explanation to stakeholders, when possible, that is my duty. As a board member, I am not a micromanager and will direct to protocol when necessary. I am there to support the Superintendent, staff, community, and most importantly, our students.
District Nine
Ceth Land
I grew up in Manning and graduated from Manning High School in 1990. I graduated from The College of Charleston in 1994 and The University of South Carolina School of Law in 1997. I am married to Amy Anders Land, and we have three children: Jamie, Bitsy, and Anders, who are also graduates of Manning High School. I have been an attorney with Land Parker Welch LLC for the past twenty-six years.
MT: How would you handle disagreements within the board or with District stakeholders?
CL: There will always be differing opinions about how to solve issues. I have always taken the approach of listening to the position of others before settling on my own position. During my twenty-two years on the school board, I have listened to the position of the other board members or stakeholders and considered the pros and cons of those positions. Once I have received input from others, I work with everyone to arrive at a solution that meets most, if not all, the wishes of those involved. Even when the final solution is not exactly the solution I was hoping for, I understand that it is the solution that has been achieved by the group.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
CL: During my time on the District Two School Board, we used the 1% sales tax to retire all school building bond debts, which lowered the tax bill for the property owners in District Two. After the bond debt was retired, we used the 1% sales tax to maintain and improve our school facilities. Without the 1% sales tax the board would have to choose to allow our buildings to deteriorate, reduce funding for the educational needs of our students, or increase property taxes. The 1% sales tax is the best way to maintain our buildings, continue to provide for the educational needs of our students, and NOT increase property taxes. If the 1% sales tax is not renewed, then people outside of Clarendon County that spend money here will no longer be helping the property owners of Clarendon County save on their tax bills. When the citizens of Clarendon County shop in the surrounding counties; Florence, Lee, Orangeburg, Sumter, and Williamsburg, you are paying 1% sales tax for their schools. Finally, please remember the 1% sales tax does NOT apply to most grocery items.
Items that are eligible for purchase under SNAP are NOT taxed. For a full explanation google “SNAP eligible foods”, or go to: https://www.fns.usda.gov/snap/eligible-food-items
MT: What steps would you take to ensure the community is well-informed about school budgets and expenditures?
CL: The district’s budgets and expenditures are all public information and have always been made available to the public in accordance with the law. I have responded to every email, call, or in-person question I have ever received from parents, staff, citizens, the media, or any stakeholder. During my three terms as board chairman (two terms on District Two, and one on the consolidated District), I was the spokesman for the board, and likewise responded to every inquiry that I received. I will continue to respond to every question asked by stakeholders.
MT: How do you plan to support teachers and students to ensure continued academic success in the district?
CL: The teachers and staff of the Clarendon School District do a wonderful job of educating the students of our district and preparing them for the future. It is the job of the board to support the teachers and staff by giving them the resources, facilities, and policies that allow them to make the most of every student in our district. As a board member I will strive to give teachers and students the resources that they need to succeed.
MT: How would you encourage community involvement in District decision-making?
CL: I have always encouraged community involvement in the district. As chairman of the consolidated District, I put all of our board meetings on the District’s YouTube channel so that the community can watch our meetings, even when they cannot come to the meeting. I encourage people to follow the District’s Facebook page to see upcoming events and see the great work done by our teachers and students. Finally, I ask community members to reach out to a board member if there is an issue that they would like to discuss.
MT: What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
CL: I have been the board chairman for two terms with District Two, and one term with the Clarendon County School District, totaling six years. I have also served as the chairman of the Clarendon County Disability and Special Needs Foundation for fifteen years. Our schools educate our children and the CCDSN Foundation provides financial assistance to citizens of Clarendon County with special needs. I cannot think of two groups that I could be prouder to help. I am a board member of the Clarendon County Chamber of Commerce, and we work to promote our local businesses and community. Working with these organizations keeps me in touch with our community and motivates me to continue to work to make the most of Clarendon County and our citizens.
MT: How will you support student’s mental health and well-being within the school system?
CL: Our District provides school counselors to assist with the mental health and well-being of our students. In this frightening age of school shootings, I believe it is paramount to have staff available to assist students that have been identified as needing assistance.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
CL: The South Carolina Supreme Court ruled on September 11, 2024, in Eidson, et al v. SC Dept. of Education, that voucher programs “violate South Carolina’s constitutional prohibition against the use of public funds for the direct benefit of private educational institutions.” I believe that in addition to violating the state constitution, voucher programs would have a negative impact on public schools in Clarendon County if they were implemented.
Taking funding and students from public schools will never benefit that public school. I believe parents are free to educate their children at home or in a private school, but taxpayers should not be required to fund a parent’s decision to place their child in a private school.
MT: What do you believe are the greatest strengths of the Clarendon County School District, and how would you help to preserve and enhance these strengths?
CL: I believe our dedicated staff is our greatest strength. In a time of teacher shortages, the Clarendon County School District has been able to maintain our staff and educate our students. Continuity of staff allows the district to educate our students without the use of long-term substitute teachers. I will continue to work to ensure that our district can offer competitive pay and a work environment that makes our staff want to remain in our district.
MT: What is your long-term vision for the Clarendon County School District, and how will you work to achieve it?
CL: I would like to continue the success of our District. We need to continue to ensure that our students are being educated for the jobs of the future. We need to ensure that our students are college or career ready when they graduate. The continued modernization of our schools, equipment, and curriculum must be a priority to ensure that our students graduate with the education to prepare them for the modern jobs in our economy. During my time on the board, we have ensured that every school has high speed internet, and electronic devices are available to every student. These modern educational tools are expensive, and we must work as a board to budget for these costs.
Jameel Zamir
Jameel Zamir a lifelong resident and graduate of Manning High School, who later migrated to New York City and then to Atlanta Georgia. He returned to Manning and attended Morris College in Sumter; he later attended Central Carolina Technical College where he received two graduate certificates. He then started an airbrushing, custom clothing design business and later transitioned that endeavor into a videography and photography business that he has independently owned for over 35 years. He is a community activist who spearheads the non-profit organization The Community of Concerned Citizens.
MT: How would you handle disagreements within the board or with district stakeholders?
JZ: I believe that handling disagreements within a board or with district stakeholders requires a balanced approach, focusing on clear communication, collaboration, and maintaining the organization’s mission.
I believe that this can be achieved by ensuring that all perspectives are heard and acknowledged. Make sure that the reasoning behind decisions is clear and well- communicated to both board members and stakeholders. And using a neutral facilitator when discussions become heated to ensure a fair and structured process, also I believe that utilizing common sense when engaging in conflict resolution will ensure a positive outcome.
MT: What is your opinion on continuing the 1% sales tax for school capital improvements?
JZ: I believe that continuing the 1% sales tax for school capital improvements can be beneficial in several ways, but its effectiveness depends on local priorities and community support. It’s long-term effects has the potential to reduce the pressure on other taxes; without a dedicated source of funding for capital improvements, schools might need to rely on bond issues or increased property taxes, which can be less predictable and more burdensome for residents.
MT: What steps would you take to ensure the community is well-informed about school budgets and expenditures?
JZ: I would post detailed, easy-to-understand budget summaries and full reports on the school district’s website, with explanations of key terms and figures, as well as holding regular, open meetings where budget discussions take place, and ensure these are well-publicized and have easy access for parents, faculty and students, I believe that recordings or minutes should be available online afterward along with area for people to ask questions that we will address at the next meeting. I feel that these are some of the ways to encourage over all participation and improvement in concern for where, how and when money is spent.
MT: How do you plan to support teachers and students to ensure continued academic success in the district?
JZ: Recently; I attended a meeting where I learned that the ideas that I had intended to introduce are similar to many that were already put into place by the teaching staff and I assume, that it was approved by the current school board, but the difficult part was trying to get the parents and students to work together on implementing the idea. I thought the idea presented was workable and very promising; I will post some of it and state that I agree with its possibilities. Among these ideas were ongoing training, mentorship programs, access to resources, differentiated instructions, tutoring programs, specialized support, counseling services, teacher’s well-being, parent-teacher collaboration, equal opportunity, and cultural competency training, monitoring progress and feedback loops. I would continue to support these ideas and work diligently to find how we could get more parents and student involve in their future; I would do this by asking specific questions at board meeting as well as on the school’s website, and giving parents, students and teachers to voice their opinion on how these ideas can be improved until we begin to see results.
MT: How would you encourage community involvement in district decision-making?
JZ: I would suggest that we use multiple techniques to ensure the best possible outcome for our district. These are some of my ideas, which may have been mentioned in a previous answer: Open channel communications which consist of regular public meeting to get teachers, students, parents as well as board members comfortable with each other so that we could speak candidly. I would also suggest using surveys and polls that could be accessed via the CCSD app, inclusive representation and clear accessible information. Encouraging youth involvement and leadership opportunities, problem solving session that is offered at a convenient time for everyone to get involves.
MT: What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
JZ: I have been a youth pastor for over 20 years, I am the president of a nonprofit organization registered with the state of South Carolina, The Community of Concerned
Citizens, I have worked with several local youth groups including the Manning Ministerial Alliance, Camp Bob Cooper, and the Manning Clemson Exchange. I was the vice president of Manning Outreach Ministries (M.O.M.) and the vice president of the Summerton branch of the NAACP. I help to spearhead the Briggs Vs Elliot Festival in
Summerton for two years. I am a member of MOMS Demanding Action, as well as Students Demanding Action. I am a member of the American Red Cross. I have helped to spear head The National Day of Remembrance of Murdered Victims in Manning (Manning Lives Matter). I volunteered time to work with special needs children. I am a 35-year community activist. I helped to train our youth during the summer in martial arts as an assistant instructor. This is to mention a few, but in each role; I worked tirelessly with young people and coordinated with my peers to prepare and execute ideas that would help to advance our youth, our communities, and our connection to family.
MT: How will you support student’s mental health and well-being within the school system?
JZ: As a student at Morris College in Sumter, my field of study for my major was psychology and I had hopes of entering the field of child psychology because of all the obstacles I had to overcome as a child with no help from adults. So, I have written several papers on the subject and I will share a few points that remain fresh in my mind. First, due to being bullied as a child, I would promote a positive school culture which would include an inclusive environment and anti-bullying initiative, along with providing continued access to mental health resources. I believe that working to build empathy between students, parents, and teachers would create a steady emotionally supportive classroom environment and foster open lines of communication.
MT: How do you believe voucher programs will impact public schools in Clarendon County?
JZ: I want to make it clear that I support the voucher program and my reasons for that support are out of concern for overloaded classrooms and children who are not getting the extra attention that they need to succeed in the school. I believe that bullying, slower comprehension rates, and above average curriculums may leave many of our struggling students to contemplate giving up or dropping out, so beyond the concerns for not meeting enrollment quotes; I prefer to focus on student exiting school with a strong sense of accomplishments and an eagerness to take on the next chapter of their lives.
On the financial side, I believe that voucher programs could encourage some families to move their children from public to private schools. This might lead to reduced enrollment in public schools, especially if private schools are perceived to offer better resources or specialized programs.
I fully understand that public schools receive funding based on student enrollment, so a decrease in student numbers due to voucher programs might reduce the amount of money they receive. This could impact the school’s ability to maintain programs, pay teachers, and invest in facilities, especially in areas with already limited resources.
But I see this as a challenge for competitive pressure to be placed on public schools to improve their offerings. Public schools might be pushed to innovate, offer more specialized programs, or work harder to meet student’s needs in order to retain enrollment.
I am aware that there are many factors involved, including teachers’ salaries and equity concerns, but when the school system has been under the same influence for so many years, I feel that there must be a drastic change in the programming. If those in control will remain in control; then other ideas need to be introduced to ensure that our children, teachers, and staff are given options that will improve the eventual outcome of students matriculating out of our district and hopefully to higher learning in local colleges and universities.
MT: What do you believe are the greatest strengths of the Clarendon County School District, and how would you help to preserve and enhance these strengths?
JZ: After speaking with teachers and staff at the Clarendon County junior high school, I believe that the greatest strength in our district is communication between all parties involved with the district, from the superintendent to the consolers and principals, teachers, custodians, and kitchen staff. I believe that because they are the combined effort that ensures that our children are receiving the best that the district has to offer.
I believe that a committed teaching staff that is passionate about education can significantly impact student outcomes. Teachers who engage with students and parents can build strong relationships that enhance learning.
I would suggest that we work diligently to collaborate with local businesses and organizations to create mentorship programs, internships, and community service opportunities that enhance student learning and involvement, invest or maintain a relationship with professional developers, continue to encourage student parent engagement by creating forums for parents and students to voice their opinions, and regularly assess the effectiveness of programs and initiatives. Use data-driven approaches to identify areas for improvement and celebrate successes to motivate staff and students.
MT: What is your long-term vision for the Clarendon County School District, and how will you work to achieve it?
JZ: My long-term vision for CCSD is to start taking advantage of the system that is already in place, to create transparency throughout the system of teacher, parent, and student.
To see to it that all monies allocated for the school system is utilized for the system. That improvement will be swift and permanent.
I believe in working with the board and under the rules and guidelines by focusing on creating an inclusive, high-quality educational environment that prepares students for future success, I believe that by implementing social and emotional learning programs that support students’ mental health and emotional well-being, to ensure that they are ready to learn and succeed, we will improve their desire for success and inspire major changes in the student teacher relationship.
I would also like to add that I would advocate for infrastructure improvement and for necessary funding to upgrade facilities, ensuring our students, teachers, staff are in a safe environment and that each school is conducive to modern learning. I believe that cameras should be placed throughout the school and on buses, as well as outside around the school. I believe that increasing safety and security will help our students to feel safer and more focused on learning.
Master List of Candidate Questions
Community Service & Connection
1. How have you served the Clarendon County community in the past? Name specific churches and/or organizations and projects.
2. What specific volunteer or civic activities have you participated in within the school district?
3. How do you plan to engage with students, parents, and educators if elected?
4. How would you encourage community involvement in district decision-making?
5. How will you advocate for underserved or underrepresented communities within the school district?
School District Involvement
6. What connections do you have with the district’s schools, either as a parent, educator, or community member?
7. Have you participated in any community committees or advisory boards, and what was your role?
Leadership & Previous Experience
8. What leadership roles have you held, either in or outside of public office, and what skills from those roles do you believe will benefit the school board?
9. How would you handle disagreements within the board or with district stakeholders?
Positive Attributes of the School System
10. What do you believe are the greatest strengths of the Clarendon County School District, and how would you help to preserve and enhance these strengths?
11. What current initiatives do you support that would build on the district’s academic successes?
SC Department of Education Policies
12. What are your thoughts on the new cell phone policy adopted by the State Board of Education?
13. How do you propose balancing technology use in the classroom with student engagement and focus?
14. What is your position on the state’s instructional material guidelines, particularly regarding age-appropriate content?
15. What is your stance on the Title IX bathroom policy, and how should the district ensure compliance while maintaining student safety and comfort?
Private School Vouchers
16. What are your thoughts on the South Carolina Education Scholarship Trust Fund Act, and would you support or oppose efforts to expand private school vouchers in the state?
17. How do you believe voucher programs will impact public schools in Clarendon County?
18. How can public schools remain competitive and attractive to families who may consider using vouchers for private education?
Penny Tax & School Infrastructure
19. What is your opinion on continuing the 1% sales tax for school capital improvements?
20. How would you ensure that the funds from the penny tax are used effectively and transparently?
21. Can you share examples of successful projects funded by the penny tax that have benefited students?
22. If the penny tax were to expire, how would you address the district’s capital improvement needs?
Accountability & Financial Transparency
23. What steps would you take to ensure the community is well-informed about school budgets and expenditures?
24. How will you ensure accountability in the use of district funds, particularly for capital improvement projects?
Student Achievement & Support
How do you plan to support teachers and students to ensure continued academic success in the district?
What policies would you advocate for to improve student outcomes and close any achievement gaps?
25. How will you support students’ mental health and well-being within the school system?
26. How would you promote career and technical education opportunities for students in Clarendon County?
Collaboration & Vision
27. How would you foster a strong relationship between the school board and the district’s administration?
28. What is your long-term vision for the Clarendon County School District, and how will you work to achieve it?
Clarendon County School Board Candidates:
District 1 – Kim E Jones
District 1 – Dr. Falecia L Miller
District 2 – John D Bonaparte
District 2 – Robert Allen McFadden
District 2 – Loretta W Pollard
District 3 – Gregory Bradley
District 3 – Roger Jowers
District 3 – Johnny L Lawson
District 4 – Linda P Lemon
District 4 – Lee Mahoney
District 4 – Shelley Richburg
District 5 – Eleazer Leazer Carter
District 5 – Mike Shorter
District 5 – Margaret Walker
District 6 – Bobby Fleming
District 6 – Robert W Kolb
District 6 – Kenneth Lovorn
District 6 – Lakisha Samuel
District 6 – LaNette Samuels Cooper
District 7 – George Frierson
District 7 – Amy Green
District 7 – Ron Wingard
District 8 – John R Hardy
District 8 – Jennifer Howard Powell
District 8 – Darren Wilson
District 9 – Ceth Land
District 9 – Jameel Zamir
