Meet Melissa Manzano, Cherry Hil Board Of Education General Election Candidate

CHERRY HILL, NJ — The ballot season is in full swing in the Garden State, and Patch has asked local candidates aiming to win a seat on the Cherry Hill Board of Education to share their thoughts before the General Election on Nov. 3.

Editor's Note: Patch sent out emails to all contested candidates via the email addresses listed for their campaign. The responses received will be published between now and the general election. Contact edward.callahan@patch.com with any questions regarding coverage.

Name: Melissa Manzano

Age: 42

Town of residence: Cherry Hill

Position sought: Board of Education member

Party affiliation: N/A

Family: N/A

Education: BA in Music and Theatre, Ma. Ed. in Teacher Leadership, NJ School Supervisor Certificate, NJ Principal Certification in progress

Occupation: Teacher

Previous or current elected or appointed office: Current BOE member

Why are you seeking office?

I would like to continue my Board Service.

I bring the perspective of an educator, instructional leader, parent, and community member who understands the complexities of public education from multiple angles.

My experience in the classroom and in leadership roles has given me insight into curriculum, professional development, school climate, equity, special education, and the importance of supporting both students and staff. I believe effective leadership begins with listening, asking thoughtful questions, and making decisions grounded in what is best for students.

I want to help build a district where educators feel supported, families feel heard, and every student has access to meaningful opportunities to learn, grow, and succeed.

What additional measures would you suggest to build on one or two things that are done right now within the district?

1. Strengthen communication and family engagement. Build on existing district communication channels by establishing more consistent expectations across schools, creating regular opportunities for two-way feedback, and ensuring families receive timely, clear answers; especially regarding special education, student support, and major district decisions.

We should also track recurring concerns to identify where systems need improvement.

2. Expand support for student achievement and well-being. Build on existing academic interventions, MTSS, and student support services by regularly reviewing data to determine what is working, where students need additional help, and whether resources are reaching those who need them most.

Academic growth matters, but so do school climate, belonging, and emotional well-being.

The key is to measure the impact of what we already do, listen to the people experiencing it, and make thoughtful adjustments based on evidence.

As board members, we should ask what is working, what needs improvement, and how we know while holding ourselves accountable for following through.

If you were to start your own board or commission, what would it be for and why? What issues would you want to address, or areas would you want to highlight?

N/A

What are the critical differences between you and the other candidates seeking this post?

As a current Board member, I bring firsthand experience with the responsibilities and complexities of Board service, along with the perspective of an educator, instructional leader, parent, and community member.

Although I have served for only a year, I have gained valuable insight and am committed to continuing to learn and grow in this role.

I also have no conflicts that prevent me from serving on our three main Board committees or voting on matters before the Board. I believe in listening, asking thoughtful questions, and making informed, independent decisions with students at the center.

What accomplishments in your past would you cite as evidence that you can handle this job?

I would point to my years of experience as an educator and instructional leader, where I have managed curriculum, budgets, professional development, and programs that serve students across our district.

I have led initiatives that bring our schools and community together, secured grants to expand educational and arts opportunities, and worked collaboratively with colleagues, families, and community partners to support student success.

I also bring experience serving as a department chair and area coordinator, where balancing competing needs, advocating for resources, and making thoughtful decisions are part of my daily work. Now, as a sitting Board member, I have firsthand experience with the responsibilities of governance, fiscal oversight, and making difficult decisions in the best interest of our students.

These experiences have taught me to listen carefully, ask questions, consider multiple perspectives, and remain focused on long-term outcomes.

What's a motto you live your life by?

Kindness costs nothing, but it can change everything.

What does it mean to you to represent the district?

To me, representing the district my husband and I have chosen to raise our children in means understanding that I have a personal stake in its future, but also a responsibility to serve every child, every family, and every school in our community.

It means making decisions not just for today, but for the district our children will inherit tomorrow. It means listening to families whose experiences may be different from my own, advocating for students who may not always have a voice at the table, supporting educators, and being willing to ask difficult questions and make thoughtful decisions.

My children are part of this community, but so are thousands of other children whose families are trusting us with their education, their opportunities, and their future. I take that responsibility seriously.

For me, this is about more than where I live. It is about the community I am helping shape, the example I am setting for my children, and the promise that every child deserves to feel valued, supported, and able to succeed regardless of which school they attend.

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