Broxie Pone says serving on the Cumberland County Board of Education has been a goal decades in the making.

A Fayetteville native, retired educator, and real estate agent, Pone spent 30 years teaching history at Hope Mills Middle School after beginning her career in banking and later earning her teaching certification from Methodist College. She also earned a master’s degree in educational leadership from Gardner-Webb University and has served as a curriculum developer, standardized test writer, school improvement team leader, and administrative intern.

Why Broxie Pone Is Running for Cumberland County School Board

A Fayetteville native, retired educator, and real estate agent, Pone spent 30 years teaching history at Hope Mills Middle School after beginning her career in banking and later earning her teaching certification from Methodist College. She also earned a master’s degree in educational leadership from Gardner-Webb University and has served as a curriculum developer, standardized test writer, school improvement team leader, and administrative intern.

Broxie P. Pone is a Fayetteville native. She earned a master's degree in educational leadership from Gardner-Webb University.

16 Candidates File to Run for Cumberland County Board of Education

Broxie P. Pone is a retired educator and real estate agent. She previously worked in banking and taught history at Hope Mills Middle School. She has also served as a curriculum developer, standardized test writer, school improvement team leader, and administrative intern.

Broxie is a first-time candidate for political office.

2026 North Carolina General Election

When evaluating future facility needs, I believe all stakeholders must be proactive rather than reactive by regularly assessing enrollment trends, demographic projections, facility conditions, deferred maintenance, educational programming, and long-term financial sustainability. Comprehensive feasibility and sustainability studies should guide planning to ensure responsible stewardship of district resources while maintaining safe, high-quality learning environments for current and future generations.

However, they must be balanced with declining enrollment, aging facilities, operational costs, and our responsibility to provide equitable educational opportunities for all students.

Before considering closure, every reasonable alternative should be explored, including adjusting attendance boundaries, consolidating programs, sharing facilities with community partners, repurposing underutilized space, pursuing grants and public-private partnerships, or leasing portions of buildings to offset maintenance costs. Decisions of this magnitude should be guided by objective data, careful planning, and meaningful stakeholder engagement—not personal opinions or politics.

As a Board member, I will promote collaboration, accountability, and fiscal responsibility by ensuring resources are allocated transparently and effectively, pursuing grant opportunities and community partnerships, and keeping students at the center of every decision. By working together, we can create safe, high-performing schools that prepare every student to become a productive citizen and future leader.

The Board of Education plays a vital role in improving low-performing schools by setting clear expectations, strategically allocating resources, and holding district leadership accountable for measurable results. While the Board does not manage daily operations, it must ensure the policies, support, and resources are in place for student success.

Advocates for proactive facility planning based on enrollment, demographics, building conditions, deferred maintenance, educational programming, and long-term financial sustainability.

Wants alternatives such as boundary changes, program consolidation, shared facilities, repurposing space, grants, partnerships, or leases explored before school closures.

Pledges to allocate district resources transparently and effectively while pursuing grants and community partnerships.

Supports setting clear expectations, strategically allocating resources, and holding district leadership accountable to improve low-performing schools.

Promotes holding district leadership accountable to improve low-performing schools.

- Advocates for proactive facility planning based on enrollment, demographics, building conditions, deferred maintenance, educational programming, and long-term financial sustainability.
- Wants alternatives such as boundary changes, program consolidation, shared facilities, repurposing space, grants, partnerships, or leases explored before school closures.
- Pledges to allocate district resources transparently and effectively while pursuing grants and community partnerships.
- Promotes holding district leadership accountable to improve low-performing schools.

School Facilities & Resources

I believe year-round schools can be an effective option when they improve student achievement and meet the needs of students, families, and educators. The goal should be to maximize learning, reduce learning loss, and provide timely opportunities for enrichment and intervention—not simply extend the school calendar.

When considering whether to expand or maintain year-round calendars, I would evaluate student outcomes, attendance, teacher and family feedback, operational and transportation costs, childcare expenses, availability of extracurricular activities, and the overall impact on the community. Decisions should be guided by data, fiscal responsibility and meaningful input from all stakeholders.

If a year-round calendar demonstrates positive academic outcomes and serves the needs of students and families, I will support it as one of several strategies to strengthen Cumberland County Schools.

Supports year-round school calendars when data show positive academic outcomes and they meet student, family, and educator needs.

- Supports year-round school calendars when data show positive academic outcomes and they meet student, family, and educator needs.

Access to Education

Achieving this goal requires strategically investing in financial, physical, technological, and community resources, while also investing in our greatest asset—our students. Recruiting, retaining, and supporting highly qualified educators, administrators, and staff through meaningful professional development is essential to improving student outcomes. I also support using data-driven instruction, targeted interventions, tutoring, and evidence-based teaching practices to help every student succeed.

Every student deserves to feel valued, supported and safe, regardless of the services or accommodations they require. Cumberland County Schools can best support students with disabilities by recruiting and retaining highly qualified special education teachers and support staff while providing ongoing professional development in evidence-based instructional practices.

Great schools begin with great teachers. The Board can support them by advocating for competitive local supplements, improving working conditions, reducing unnecessary paperwork, ensuring safe and orderly classrooms, expanding mentoring and professional development opportunities, and recognizing educators’ contributions throughout the year. Building partnerships with colleges and educator preparation programs can also strengthen the teacher pipeline.

Supports recruiting, retaining, and supporting qualified educators, administrators, and staff through meaningful professional development.

Advocates for competitive local salary supplements, improved working conditions, less unnecessary paperwork, safe classrooms, mentoring, professional development, and educator-preparation partnerships.

Advocates for competitive local salary supplements, improved working conditions, less "unnecessary" paperwork, safe classrooms, mentoring, professional development, and educator-preparation partnerships.

- Supports recruiting, retaining, and supporting qualified educators, administrators, and staff through meaningful professional development.
- Advocates for competitive local salary supplements, improved working conditions, less "unnecessary" paperwork, safe classrooms, mentoring, professional development, and educator-preparation partnerships.

Teachers

My top priority is improving student achievement by getting back to the basics—ensuring every student is proficient in reading, writing, and mathematics while developing the critical thinking, problem-solving, communication, and life skills needed for success. Every budget decision, policy, and partnership should answer one question: Will this decision create a safe, supportive environment that expands opportunities and prepares our students for future success?

Prioritizes reading, writing, mathematics, critical thinking, problem-solving, communication, and life skills as core goals for student learning.

Supports data-driven instruction, targeted interventions, tutoring, and evidence-based teaching practices.

- Prioritizes reading, writing, mathematics, critical thinking, problem-solving, communication, and life skills as core goals for student learning.
- Supports data-driven instruction, targeted interventions, tutoring, and evidence-based teaching practices.

School Curriculum

Strong partnerships with families are equally essential. Parents and guardians should be respected as valued members of the Individualized Education Program (IEP) team, with open communication, transparency, and meaningful involvement throughout the evaluation, planning, and implementation process. Building trust requires listening to families, addressing concerns promptly and ensuring they are informed every step of the way.

The district should also strengthen partnerships with healthcare providers, mental health agencies, colleges, workforce partners, and other community organizations to expand support for students and their families.

By investing in qualified staff, fostering family engagement, and building strong community partnerships, Cumberland County Schools can create an inclusive environment where every student has the opportunity to reach their fullest potential and every family has confidence that their child is valued, supported, and empowered to succeed.

Supports meaningful parent and guardian involvement, communication, and transparency throughout Individualized Education Program evaluation, planning, and implementation.

Supports partnerships with health care providers, mental health agencies, colleges, workforce partners, and community organizations to expand student and family support.

Promotes partnerships with health care providers, mental health agencies, colleges, workforce partners, and community organizations to expand student and family support.

- Supports meaningful parent and guardian involvement, communication, and transparency throughout Individualized Education Program evaluation, planning, and implementation.
- Promotes partnerships with health care providers, mental health agencies, colleges, workforce partners, and community organizations to expand student and family support.

Student Wellbeing

Broxie P. Pone

- Supports meaningful parent and guardian involvement, communication, and transparency throughout Individualized Education Program evaluation, planning, and implementation.

Isaac Brickman

Buket Urgen

Bradley Williams

Bryan Moore

Carol Stubbs

Chris Young

Demetrius Stocks

Franklin Matthew Crockett

Jacquelyn Brown

Johnathaun Lee

Karelle Ward

Keith Byrd

Quincei Lovejoy

Rebecca (Becky) West

Robyn Chadwick

Theodore Lee Miller

Tom Hatch

- The Board of Education runs the public school system. They create policies that establish standards, accountability and evaluation of essential operations of the school system.
- The Board of Education member hires a superintendent and can remove them when necessary. The superintendent assists the Board of Education in implementing the board’s policies. 
- The Board of Education is charged with deciding the school budget. This means they decide how to allocate money between different services, such as teacher pay, repairing school facilities, or access to technology.
- Board of Education members are elected every four years. 

Member of the board that governs your county's public school system