Phillip Anderson, President and Founder
Phillip has thirty years of experience in the Residential Building Industry as the President of PR Anderson, Inc, in Prosperity, SC, and he has been the Campus Director of the Prosperity-Rikard Elementary School “Be Great Academy” while employed by the Boys & Girls Clubs of the Midlands organization (www.begreatacademy.org) for more than four years. He is a child advocate, School Improvement Council-Chairman, Newberry County School District-Strategic Planning Committee adviser, and Corporate Manager.
Shannon Beckham Berley
As a Practical Nurse and mother of two Native American children, Mrs. Berley’s experience in Native American culture and the physical and emotional needs of the community will be invaluable to our project.
Dana G. Long
As a Support Services Teacher at Prosperity-Rikard Elementary School, Dana brings a deep understanding of the learning challenges our community faces.
With her extensive studies in early childhood through young adult education, Peggy understands the crisis our community and others face raising children in today’s social media and technical society.
Alana W. West
Alana has experience in developing, implementing, maintaining, and evaluating positive youth development programs, and working with youth in a hands-on capacity daily.
Tyla’s background in Landscape architecture and Art will blend the Community garden and Cultural Arts programs together.
Gail’s talents are in the Visual-Arts marketing and jewelry crafting which is essential in the Cultural and Traditional Art programs.
Timothy is a leader in the community as Principal of Prosperity-Rikard Elementary School, and retired military. His background in music includes: conductor of a military band, trumpet player, and music teacher.
Candace has worked with her team at Prosperity-Rikard Elementary School to implement the School Garden and brings fresh ideas to our board.
1. Community gardens are spaces for “hands-on” education, incorporating the full cycle of learning associated with science and healthy food- from growing to nutrition to cooking to eating.
2. Community garden programs are designed to involve teachers and enhance their multi-disciplinary curriculum primarily in the subjects of science, technology, engineering, arts, mathematics, economics, and social studies, while also promoting self-growth and socio-emotional wellness.
3. Community education and physical wellness should be the primary purposes of a Community garden program.
4. Community involvement from the school administrations, parents, and neighborhood volunteers is essential to the functionality and sustainability of a Community garden program and its inclusion in the day-to-day culture of a community.
5. Community gardens can function as “outdoor classrooms,” which expand learning and stewardship opportunities for students.
6. Community gardens are engaging spaces for children to foster a relationship with nature, community, and one another through exposure to new experiences and student bonding and teamwork.
7. Community gardens should cultivate environmental awareness and stewardship and educate students about healthy lifestyle choices.
8. Students should be provided with simple and culturally relevant take home messages and practical skills to put what they’ve learned into practice at home and in their broader community.
9. Community gardens and programs should serve as training spaces and models for others interested in developing a similar program in their community.
10. Community garden programs are inclusive by design, should promote a respect for all backgrounds and points-of-view while providing each student an opportunity to participate. Along with the necessity of protecting the garden from the harm of deer, rabbits, and other animals, erecting a unity wall which depicts the diversity of cultures throughout the community will give validity to the children and adults who participate in the program, and offer an opportunity for the participants to be educated on other cultures and traditions.
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