"AFTER 180 DAYS: HARTSVILLE" AS WE TAKE A CLOSER LOOK AT THE PUBLIC/PRIVATE PARTNERSHIP THAT INSPIRED THE PBS SPECIAL AND DISCUSS WHAT IT TAKES TO RAISE THE ACHIEVEMENT FOR ALL STUDENTS.

JOINING ME NOW IS THE CHAIRMAN OF SONOCO, THE EXECUTIVE CHAIRMAN OF SONOCO AND A BIG INVESTOR IN WHAT WE ARE GOING TO BE TALKING ABOUT TONIGHT, HARRIS, WELCOME TO THE PROGRAM.

>> THANK YOU, CHRIS.

GOOD TO BE WITH YOU.

>> SONOCO PUT A PRETTY BIG STAKE IN THE GROUND BY COMMITTING $5 MILLION OVER FIVE YEARS TO IMPROVE PUBLIC SCHOOLS IN DARLINGTON COUNTY AND SPECIFIC, THE CITY OF HARTSVILLE.

WAS IT ALL ABOUT THE MONEY?

AND WHAT WAS IT ABOUT IT AT THE BEGINNING THAT YOU FELT SO COMPELLED TO PUT THAT KIND OF MONEY WHERE YOUR MOUTH IS?

>> WELL FIRST OF ALL, CHRIS, WE HAVE, FOR YEARS, BEEN GIVING ABOUT 1% OF OUR PRETAX PROFITS TO CHARITY AND ABOUT 80% OF THAT GOES INTO EDUCATION BECAUSE EDUCATION IS IMPORTANT TO US.

IT IS IMPORTANT TO ME BECAUSE I THINK IT IS THE SINGLE BIGGEST ISSUE FACING OUR COUNTRY TODAY.

AND WE HAVE DIGRESSED A GREAT DEAL SINCE AFTER WORLD WAR II WHEN WE HAD THE BEST PUBLIC SCHOOL SYSTEM IN THE WORLD.

WE'RE IN THE MIDDLE OF THE PACK TODAY.

I THINK IF WE'RE GOING TO BECOME AND MAINTAIN OUR COMPETITIVE ADVANTAGE AS A COUNTRY, WE HAVE GOT TO DO MORE FOR OUR CHILDREN TO COMPETE EDUCATIONALLY IN THE GLOBAL ECONOMY.

FROM SUNOCO'S PERSPECTIVE, WE OPERATE, AS YOU WELL KNOW, IN A SMALL TOWN AND IF YOU -- 30,000 PEOPLE.

AND RECRUITING IS SOMEWHAT DIFFICULT TO A SMALL TOWN ANYWHERE IN THIS COUNTRY TODAY.

AND I'M CONVINCED THAT THE EMPLOYEES THAT WE'RE TRYING TO ATTRACT ARE ONE OF THE MOST IMPORTANT THINGS TO THEM IS THE EDUCATION OF THEIR CHILDREN.

SO IF WE CAN -- COULD, CAN, CREATE AN EDUCATIONAL SYSTEM THAT CAN COMPETE WITH ANYBODY IN THE WORLD, THEN WE OBVIOUSLY ARE BETTER OFF AND IT HELPS US ATTRACT THE KIND OF TALENT WE WANT FOR HARTSVILLE, SOUTH CAROLINA.

WE WERE FORTUNATE IN HARTSVILLE.

WE ARE FORTUNATE IN HARTSVILLE, THAT WE HAD A GOOD SCHOOL SYSTEM.

AND HOW DO WE MAKE IT BETTER AND MAKE IT COMPETITIVE WITH ANYTHING IN THIS COUNTRY AND ANYTHING AROUND THE WORLD SO WE CAN COMPETE AND ATTRACT PEOPLE.

>> BUT AGAIN, LET'S TAKE IT PAST WRITING THE CHECK.

SO THE THOUGHT ABOUT COMMITTING A SUBSTANTIAL AMOUNT OF MONEY TO HARTSVILLE SCHOOLS OVER A PERIOD OF TIME, IN THIS CASE, FIVE YEARS, WHAT DID YOU LEARN FROM THE PROCESS?

WHEN YOU WENT BACK TO DAY ONE AND THE PASSION ROSE AND THE COMPANY MADE THE COMMITMENT, TO WHERE WE ARE NOW, WHAT'S DIFFERENT BETWEEN THE COMMITMENT AND THE WORK THAT'S BEEN DONE UP TO DATE?

>> WELL, I THINK WHEN WE MADE THE COMMITMENT, WE HAD AN IDEA OF WHAT IT WOULD TAKE TO ACHIEVE THE RESULTS THAT WE WANTED.

AND THE CHALLENGE THAT I THREW OUT TO DR.

KNIGHT WHO WAS THE SUPERINTENDENT AT THE TIME WAS WE WANT TO BE IN THE TOP QUARTILE IN THIS STATE IN FIVE YEARS, IN THE TOP QUARTILE IN THE COUNTRY IN TEN YEARS.

HOW DO WE SET THE PATH TO DO THAT?

AS WE LOOKED AROUND, WE HAD THE GOVERNOR'S SCHOOL FOR MATH AND SCIENCE HEADQUARTERED IN HARTSVILLE.

AND IT IS ONE OF THE TOP TEN PUBLIC HIGH SCHOOLS IN THE COUNTRY.

SO WE KNEW WE HAD SOME OF THE ASSETS THERE TO BRING INTO OUR HIGH SCHOOL TO ADVANCE CURRICULUM.

WE HAD THE COLLEGE, ONE OF THE LEADING LIBERAL ARTS COLLEGES IN THE SOUTH.

AND THEY HAD A GREAT DEAL OF ARTS AND SCIENCE THAT WE COULD USE AS ENRICHMENT.

AS WE TALKED TO BOTH THE PRESIDENT OF THE GOVERNOR'S SCHOOL AND THE PRESIDENT OF THE COLLEGE, THEY HAD ISSUES AS WELL OF TRYING TO RECRUIT PROFESSORS, TRYING TO RECRUIT TEACHERS.

SO WE FOUND A COMMONALITY THAT WE WERE EACH TRYING TO DO.

SO IT BECAME EASIER TO DO THAT.

WHEN WE HAD THAT SHARED VISION OF WHAT IT WAS WE WERE TRYING TO ACHIEVE.

THE MISSING INGREDIENT FOR US ACTUALLY WITH THE GOVERNOR'S SCHOOL AND WITH THE COLLEGE WAS THIS ELEMENTARY GRADE THAT WAS SORT OF STRUGGLING A BIT.

>> THE K-6?

>> THE K-6.

AND THE READING AND ALL OF THAT.

WE KNEW INTUITIVELY THAT IF WE DID NOT IMPROVE THE PIPELINE FEEDING INTO THESE ACCELERATED COURSES, IT WAS GOING TO EVENTUALLY FALL ON ITS OWN WEIGHT.

SO HOW DO WE DO THE SAME THING AT THE LOWER SPECTRUM THAT WE WERE TRYING TO DO FOR THE UPPER SPECTRUM?

AND SO WE LEARNED ABOUT THE DOCTOR AND HIS PROGRAM AT YALE SO WE CALLED DR.

COMBER AND WE SPENT SEVERAL HOURS WITH DR.

COMER AND HIS STAFF.

IT FEELS GOOD.

IT WORKS.

SO WE ACTUALLY IMPLEMENTED THE PROGRAM.

WE SAID IT WOULD TAKE FIVE -- THREE TO FIVE YEARS TO WORK.

SO WE SAID OKAY, WE WILL COMMIT $1 MILLION A YEAR TO THIS PROGRAM.

$5 MILLION.

WE DID THAT.

SO EDUCATION IS NOT SOMETHING, IN MY OPINION, THAT YOU FIX WITH A SINGLE SILVER BULLET IN A VERY SHORT TIME.

IT TAKES TIME FOR IT TO FLOW THROUGH THE SYSTEM.

>> YOU KNOW, I WANT YOU TO HOLD ON TO THAT.

WE WANT TO FIND OUT NUMBER ONE IF IT WAS SCALABLE AND NUMBER TWO, HOW DOES CORPORATE LEADERSHIP PLAY INTO THAT?

I'M GOING TO ASK YOU TO JOIN THE PANEL IN JUST A SECOND.

BEFORE WE DO THAT, WE'RE GOING TO HEAR A LITTLE BIT MORE ABOUT THIS PUBLIC/PRIVATE PARTNERSHIP IDEA IN SOME OF YOUR WORDS.

WATCH THIS.

WE'LL BE BACK WITH THE PANEL IN A SECOND.

>> IN THE CASE OF SONOCO, SOUTH CAROLINA'S LARGEST PUBLICLY TRADED COMPANY, IT, IN FACT HAS BEEN INTENTIONAL AND STRATEGIC TO EDUCATION.

>> AS WE'RE TRYING TO RECRUIT QUALITY PEOPLE, ONE OF THE FIRST THINGS I LOOK AT IS WHAT KIND OF EDUCATION ARE MY CHILDREN GOING TO BE ABLE TO GET?

IN HARTSVILLE, WE COMMITTED $5 MILLION FOR THE GOAL WE'LL BE IN THE TOP QUARTILE OF TEST RESULTS IN THE STATE OF SOUTH CAROLINA IN FIVE YEARS.

IN THE TOP QUARTILE IN THE NATION IN TEN YEARS.

IT IS ALSO NECESSARY THAT WE HAVE AN EDUCATIONAL CLIMATE WHERE PEOPLE WANT TO RAISE THEIR FAMILIES AND KNOW THAT THEY'RE GOING TO GET AN EDUCATION THAT IS SECOND TO NONE.

THERE'S REALLY NO PLACE IN OUR -- FOR SOMEBODY WHO DOESN'T HAVE A HIGH SCHOOL DEGREE OR ADVANCED TRAINING BEYOND THAT.

SOMEBODY THAT DROPS OUT OF SCHOOL, THEY'RE DONE.

THEY'RE DONE.

THEY'RE ABSOLUTELY DONE.

>> WE FOCUS ON PRACTICES THAT WE KNOW WILL ENGAGE KIDS, TEACH THEM TO THINK AND PUSH THEM TO LEARN CONTENT THAT PERHAPS KIDS DIDN'T EVEN THINK WAS POSSIBLE.

BUT IT IS.

YOU HAVE TO PROVIDE THAT VENUE FOR THAT TO HAPPEN.

YOU HAVE TO PROVIDE THE SUPPORT.

>> REMEMBER THIS.

HERE'S WHERE I WANT YOU TO GO TODAY.

EDUCATION IS NOT A SPRINT.

IT IS ABSOLUTELY A JOURNEY.

AND YOU HAVE TO START PLANTING THE SEEDS TODAY FOR WHAT YOU'RE GOING TO SOW TEN YEARS FROM NOW.

>> SO EDUCATION IS NOT A SPRINT.

IT'S A JOURNEY.

WE BRING SOME FOLKS INTO THE DIALOGUE AND THEY INCLUDE THE SUPERINTENDENT OF EDUCATION, SOUTH CAROLINA, THE HONORABLE MOLLY SPEARMAN, DR.

EDDIE INGRAM FROM DARLINGTON COUNTY AND SUPERINTENDENT OF EDUCATION THERE.

AND DR.

ROY JONES FROM CLEMSON UNIVERSITY AND THE CALL ME MISTER PROGRAM.

WE'RE GOING TO TALK MORE ABOUT THAT.

MADAM SUPERINTENDENT, SO YOU HEAR HARRIS RIGHT HERE.

BUT YOU HEARD HIM ON THE VIDEO TALK ABOUT SOWING THE SEEDS FOR TEN YEARS DOWN THE ROAD.

HOW DO YOU WORK WITHIN A LEGISLATIVE ENVIRONMENT THAT HAS TWO OR MAYBE THREE YEARS?

YOU WERE IN THE HOUSE.

YOU KNOW HOW THIS WORKS.

HOW DO YOU TAKE A LONGER TERM VIEW AND COMPEL THOSE THAT MAKE PUBLIC POLICY TO SEE WHAT YOU SEE AND TO BUY WHAT YOU'RE SELLING?

>> WELL, I THINK IT TAKES COLLABORATIVE LEADERSHIP AND HARRIS HAS STARTED THAT FOR US IN THE BUSINESS COMMUNITY.

IT TAKES BUSINESS COMMUNITY LEGISLATORS, THE EDUCATION COMMUNITY, STEPPING UP.

AND MAKING SURE PARENTS UNDERSTAND WE'RE TRYING TO BRING EVERYONE IN SOUTH CAROLINA BEHIND A COMMON VISION.

THAT OUR JOB IS TO ENSURE THAT EVERY HIGH SCHOOL STUDENT, WHEN THEY GRADUATE, IS READY FOR THE NEXT STEP.

NO MATTER WHERE THEY LIVE.

AND THE EXPECTATION THAT EVERY CHILD CAN LEARN AND THAT WE DON'T USE ANY EXCUSES.

I THINK AT THE SAME TIME THOUGH, WITH THE BALANCE, WE HAVE TO ALL OF US, BUSINESS COMMUNITY, EVERYONE ELSE, UNDERSTAND OUR CHILDREN COME TO US FROM MANY DIFFERENT BACKGROUNDS AND WE HAVE TO KEEP THAT IN MIND.

AND IN THE DOCUMENTARY, YOU SAW THE DEDICATION OF THOSE TEACHERS AND THE PRINCIPLES, HOW THEY UNDERSTOOD THEIR CHILDREN IN HARTSVILLE.

THEY HAD HIGH EXPECTATIONS BUT THEY REALLY KNEW THEIR STUDENTS.

AND I THINK THAT'S WHAT HAS MADE THE DIFFERENCE THERE AS WELL.

>> STAY WITH YOU JUST FOR A SECOND, MADAM.

ARE MOST TEACHERS THAT WAY WITH THEIR KIDS?

ARE THEY THAT INVESTED IN THEIR KIDS?

>> I THINK MOST ARE.

I THINK MOST LEADERS DON'T UNDERSTAND THAT.

THE DISPARITY.

I THINK THAT YOU NEED TO GET OUT AND REALLY SEE WHERE THESE CHILDREN ARE COMING FROM AND WHAT THE OBSTACLES ARE.

THEY ALL CAN LEARN.

THEY ALL HAVE PARENTS WHO LOVE THEM.

BUT THE PARENTS ARE REALLY WORKING HARD.

WHEN I SAW THE MOTHER GOING FOR THE TWO JOBS AND REALIZING SHE PICKED HER CHILDREN UP AT 11:00 P.M.

AND THEY HAD TO BE READY TO GO TO SCHOOL AT 5:30 THE NEXT MORNING, IT IS IMPORTANT TEACHERS KNOW THAT.

BUT IT IS ALSO IMPORTANT OUR LEADERSHIP KNOWS THAT AS WELL.

>> DR.

INGRAM, YOU'RE SHAKING YOUR HEAD LIKE YOU EITHER AGREE WITH THAT OR THERE'S SOMETHING IN THERE YOU CAN CHARACTERIZE.

>> IT IS TRUE, EVERYTHING MOLLY AND HARRIS HAVE SAID.

I THINK WE ARE -- WE ARE A LOT LIKE A LOT OF RURAL DISTRICTS ACROSS THE COUNTRY.

I THINK ONE OF THE THINGS THAT WE HAVE THAT SOME OF THE OTHERS DON'T HAVE IS A GREAT CORPORATE PARTNER LIKE SONOCO AND OTHERS THAT RECOGNIZE THAT EDUCATION IS THE KEY.

THE OTHER THING IS THAT THE SUSTAINABILITY OF LEADERSHIP.

YOU KNOW, WHEN THIS FILM OR DOCUMENTARY STARTED BEING FILMED, I SAID I'VE ONLY BEEN ON THE JOB FIVE DAYS.

WHY ARE YOU MICKING ME UP AND FOLLOWING ME AROUND?

THE TRUTH IS WITH THE REALLY GREAT PREDECESSOR IN KNIGHT AND WE BRING HER INTO THE FOLD.

SHE'S STILL PART OF THE DARLINGTON COUNTY SCHOOL'S FAMILY AND STILL HELPS US.

SHE AND I COMMUNICATE AND HAVE LUNCH.

AND WHEN YOU LOOK ACROSS THE COUNTRY AND YOU SEE THE AVERAGE SUPERINTENDENT IS 2.7 YEARS, HOW DO YOU SUSTAIN GROWTH OVER A PERIOD OF TIME?

YOU HAVE TO CREATE A VENUE IN WHICHER THE LEADERSHIP IS CONTINUOUS AND SEAMLESS.

AND AS LONG AS EVERYBODY HAS THE COMMON VISION, WHICH WE'RE WORKING ON LAST WEEK WITH OUR NEW BOARD OF EDUCATION, WE HAVE 50% OF OUR LOCAL SCHOOL BOARD IS NOW NEW.

BRAND NEW.

SO WE HAVE TO WORK TOGETHER TO MAKE SURE THAT WE DON'T LOSE ANY OF THE MOMENTUM THAT WE'VE CREATED OVER THE LAST 10, 12, 14 YEARS.

BUT THEN AGAIN, A QUESTION THAT WE ASK OURSELVES ALL THE TIME, WE DON'T WANT TO REST ON OUR LAURELS.

WHAT DO OUR KIDS GRADUATE TO?

IT IS OKAY TO HAVE A REALLY GREAT, HIGH GRADUATION RATE.

THAT'S WONDERFUL.

BUT WHAT DO THEY HAVE TO GO TO?

I BELIEVE THAT EDUCATION IS A STRONG ECONOMIC ENGINE AND IT IS SOMETHING THAT SCHOOL DISTRICTS, IN ORDER TO TRANSFORM INTO AN ENGINE THAT HELPS KIDS PROSPER, THEN WE HAVE TO ADDRESS ALL OF THE COMBINENTS, NOT JUST THE TEST SCORES WHICH IS WHAT COMER BRINGS TO THE TABLE.

>> I WANT TO BRING IN DR.

JONES.

WE HEAR ABOUT THE IMPORTANCE OF CONSISTENCY AND WHAT INSTITUTIONAL MEMORY AROUND SOME PROGRAMS, JUST LIKE THE "AFTER 180 DAYS: HARTSVILLE."

DR.

JONES, HOW DO YOU MAINTAIN -- EVEN IF THERE IS A CHANGE AT THE TOP OR A CHANGE IN THE SCHOOL BOARD, HOW DO YOU THINK YOU MAINTAIN THE PASSION TO MAKE SURE THAT THE TEACHER DOESN'T FEEL LIKE WELL, WAIT A MINUTE.

I STARTED THIS INITIATIVE AND NOW I'M OUT HERE KIND OF ON MY OWN WITHOUT THE SUPPORT?

WHAT'S IMPORTANT TO REMEMBER IN THIS DIALOGUE?

>> TEACHERS NEED TO BE REMINDED OF WHY THEY COMMITTED THEMSELVES TO THE PROFESSION IN THE FIRST PLACE.

FROM THE VERY BEGINNING.

THAT COMES THROUGH, I THINK, CONSISTENT AND PERSISTENCE, PROFESSIONAL DEVELOPMENT.

AND REINFORCEMENT.

THAT ESPECIALLY IF THEY'RE IN SERVING COMMUNITIES, THAT ARE IMPOVERISHED AND HAVE A LOW TRUST LEVEL FOR EDUCATORS, MANY PARENTS AND COMMUNITY MEMBERS DIDN'T HAVE A VERY PLEASANT SCHOOL EXPERIENCE THEMSELVES.

AND NOW THEIR PARENTS, HAVING -- THEY'RE PARENTS HAVING TO BE RESPONSIBLE FOR CHILDREN IN WAYS THAT THEY THEMSELVES HAVE NOT BEEN PREPARED TO BE.

SO TEACHERS HAVE TO BE -- AND UNDERSTAND THAT EVERYBODY IN THE COMMUNITY IS A STAKEHOLDER.

THAT MUST BE ABLE TO BUILD AND REALLY DEVELOP THE SYSTEM OF SCHOOLING AND EDUCATION FOR THEIR CHILD.

EDUCATORS HAVE TO, IN TURN, NOT SEE PARENTS AS ANYTHING OTHER THAN THE VALUE THAT THEY ARE AS PARENTS, REGARDLESS OF THE FAMILY STRUCTURE.

SINGLE PARENT.

TWO-PARENT HOME.

GRANDMOTHER, MOTHER.

IT SHOULDN'T MATTER.

IF THAT'S A SIGNIFICANT PERSON IN THAT CHILD'S LIFE, THEY HAVE TO BE BROUGHT INTO THE PROCESS AND BE MADE TO FEEL IMPORTANT AS PART OF THE CHILD'S PROCESS.

IN THEIR DEVELOPMENT.

>> SO IN ABOUT 30 SECONDS, HARRIS, YOU'VE HEARD US GO DOWN THE LINE.

YOU KNOW WHAT IT'S LIKE TO FUND SOMETHING AND TO BUILD A PUBLIC/PRIVATE PARTNERSHIP.

HAS ANYTHING THAT ANYONE SAID STRUCK YOU A DIFFERENT WAY OR STRUCK YOU THE SAME WAY?

>> IT HASN'T, CHRIS.

ALL OF THE PIECES HAVE TO FIT TOGETHER.

DR.

SPEARMAN TALKING ABOUT -- THE SUPERINTENDENT TALKING ABOUT ALL CHILDREN CAN LEARN.

I DO BELIEVE ALL CHILDREN CAN LEARN IF THEY'RE EXPOSED PROPERLY INSIDE THE CLASSROOM.

IT IS WHAT THEY GET OUTSIDE OF THE CLASSROOM AND WHERE THEY COME FROM AND HOW PREPARED THEY ARE WHEN THEY GET THERE THAT I THINK IS THE DETERMINING FACTOR.

AND WE'VE TRIED TO, IN HARTVILLE, DO SOME OTHER THINGS OTHER THAN JUST THIS PROGRAM.

WE CREATED A SCOUT REACH PROGRAM, A BOY SCOUT PROGRAM AS A PART OF IT.

WHERE THESE COMER SCHOOLS, WE ACTUALLY FUND 100% OF THE SCOUT LEADERSHIP PROGRAM FOR THE CHILDREN.

WE PUT IN SEVERAL READING PROGRAMS.

SO IT'S THINGS THAT WE'VE HUNG ON THIS TO HELP THESE KIDS WHO MAY NOT BE EXPOSED TO IT QUITE AS MUCH AT HOME TO BE MORE SUCCESSFUL.

>> OKAY.

WE'LL COME BACK TO THIS.

WE'VE TALKED ABOUT COMER.

EVEN BEFORE THAT, THERE'S BEEN INFERENCE AROUND TEACHING THE WHOLE CHILD.

WE'LL HEAR MORE ABOUT THAT AS WELL.

BEFORE WE DO THAT, I WANT YOU TO TAKE A LOOK AT WHAT CAROLINA MAY BE DOING TO TEACH THE WHOLE CHILD.

>> CAROLINA KIDS BEGAN WITH ONE PROGRAM.

IT WAS THAT SCHOOL.

WE EXPANDED IT TO A CHRISTMAS WISHES PROGRAM AS WELL.

NOW, WE PROVIDE WEEKEND FOOD BAGS FOR CHILDREN TO TAKE HOME DURING THE SCHOOL YEAR.

WE WERE DOING 425 FOOD BAGS LAST YEAR.

WE HAVE 80% OF THE CHILDREN IN A SCHOOL DISTRICT THAT THEORETICALLY DO NEED FOOD BAGS.

SO WITH 10,000 STUDENTS IN THE SCHOOL DISTRICT, WE'RE ONLY DOING 425.

SO I MEAN I THINK WE'RE DOING A GOOD JOB BUT I FEEL LIKE I KEEP LEARNING ABOUT MORE NEEDS.

>> SO JOINING US NOW, DR.

CAMILLE COOPER, DIRECTOR OF TEACHING, LEARNING AND DEVELOPMENT.

I'M READING THIS SO I GET THIS RIGHT.

DIRECTOR OF TEACHING, LEARNING AND DEVELOPMENT.

THE YALE CHILD STUDY CENTER AT THE YALE SCHOOL OF MEDICINE.

DR.

COOPER, WELCOME TO SOUTH CAROLINA.

>> THANK YOU FOR HAVING ME.

>> WE TALKED ABOUT THIS DR.

JAMES COMER'S PROGRAM.

IF YOU'RE NOT IN EDUCATION, GIVE US JUST A BRIEF OUTLINE OF WHY THIS IS IMPORTANT AND WHY IT WORKS.

>> WELL, DR.

COMER RECOGNIZES THAT MANY FAMILIES ARE VERY WEAK IN TERMS OF THEIR ABILITY TO SUPPORT THEIR CHILDREN EMOTIONALLY AS WELL AS FINANCIALLY.

AND THIS PROGRAM IS ORGANIZED IN A WAY TO HAVE ALL OF THE STAKEHOLDERS IN THE SCHOOL TO WORK TOGETHER IN AN ORGANIZED WAY SO THAT THEY CAN ASSIST THAT CHILD AND SUPPORT THEM IN THEIR DEVELOPMENT.

AND WHEN WE SAY DEVELOPMENT, WE'RE TALKING ABOUT SIX DIFFERENT WAYS THAT CHILDREN DEVELOP THAT YOU KNOW, WE'RE VERY WELL AWARE OF THEIR COGNITIVE DEVELOPMENT AND THEIR PHYSICAL DEVELOPMENT.

BUT ALSO THERE'S A PROCESS OF ETHICAL DEVELOPMENT.

THAT STUDENTS MAKE AS WELL AS SOCIAL.

AND WE WANT TO HELP TEACHERS TO SEE SOME OF THOSE OTHER AREAS AND TO SUPPORT THE CHILDREN'S DEVELOPMENT IN THEIR EVERYDAY CLASSROOMS.

THAT MANY TEACHERS DO THIS BY HAPPENSTANCE.

IT IS JUST SOMETHING THAT THEY DO.

BUT IN OUR PROGRAM, WE PROVIDE PROFESSIONAL DEVELOPMENT FOR TEACHERS SO THAT THEY INTENTIONALLY INCLUDE ACTIVITIES THAT ARE GOING TO SUPPORT THE ETHICAL DEVELOPMENT OF CHILDREN AND THE SOCIAL DEVELOPMENT OF CHILDREN.

DR.

COMER, ACTUALLY HE'S STUDIED PUBLIC HEALTH.

SOMETIMES HE DOES NOT DESCRIBE HIS PROGRAM THIS WAY BUT SOMETIMES I LOOK AT IT AS A PUBLIC HEALTH INITIATIVE WITHIN A SCHOOL.

>> PUBLIC MENTAL HEALTH OR PUBLIC HEALTH?

>> A PUBLIC HEALTH INITIATIVE WITHIN THE SCHOOL.

BECAUSE IT IS MORE THAN JUST THE MENTAL SUPPORT OF CHILDREN THAT ONE OF HIS SAYINGS IS WHEN CHILDREN DEVELOP WELL, THEY LEARN WELL.

CHILDREN THAT HAVE THE SKILL TO INTERACT WITH THEIR PEERS, THEY CAN NEGOTIATE THEIR RELATIONSHIPS WITH ADULTS IN A POSITIVE WAY.

THOSE CHILDREN HAVE THE PROPENSITY TO HAVE MORE SUCCESS WITHIN THE CLASSROOM BECAUSE THEY HAVE MORE OF A SELF-REGULATION.

>> SO NOT TO INTERRUPT YOU BUT TO GET -- WHAT YOU'RE SAYING IS -- TO GET TO THE HIGHER POINTS.

WHEN YOU LOOK BACK ON THE DEPLOYMENT OF THE COMER MODEL IN HARTSVILLE, WITH AS IT BETTER THAN YOU THOUGHT IT WAS GOING TO BE?

ABOUT THE SAME OR NOT AS EFFECTIVE AS YOU HOPED?

>> WELL, AT THE ONSET, IT WAS A VERY GOOD SITUATION.

MANY TIMES, WE GO TO A COMMUNITY OR SCHOOL DISTRICT AND WE'RE WORKING TO RALLY THE COMMUNITY TO SUPPORT THE SCHOOL.

AND IN THIS CASE, THE COMMUNITY CAME TO US.

SO THAT FOUNDATION WAS THERE.

SO IT GAVE US A VERY GOOD PLACE TO BEGIN.

AND WE DID PROFESSIONAL DEVELOPMENT WITH THE TEACHERS.

AND ASKED MOST TEACHERS TO, IN TURN, SHARE THIS INFORMATION WITH THEIR FACULTY ALSO.

AND THIS IS INFORMATION AROUND CHILD DEVELOPMENT.

SOME OF THE TEACHERS UNDERSTAND THERE ARE SOME NORMAL BEHAVIORS CHILDREN HAVE THAT IT IS NORMAL AS A PART OF THEIR DEVELOPMENT.

SUCH AS ARGUING.

KIDS THAT ARE ABOUT FIFTH GRADE, SIXTH GRADE, THEY BEGIN TO PUSH BACK.

THAT IS A NORMAL DEVELOPMENTAL CHARACTERISTIC.

WE ENCOURAGE TEACHERS TO -- USE DEBATES.

USE OPPORTUNITIES FOR THOSE CHILDREN TO EXERCISE A NORMAL CHARACTERISTIC FOR THEIR AGE GROUP AND INFUSE THAT INTO THEIR CLASSROOM.

>> DO YOU FEEL LIKE YOU'RE GIVING TEACHERS PERMISSION TO DO WHAT THEY HAVE IN THEIR DNA TO DO?

IS THAT WHAT THIS IS?

>> WHAT WE'RE DOING IS ORGANIZING THEM IN A WAY SO THAT IT IS DELIBERATE AND THAT IT'S NOT JUST ACCIDENTAL.

A LOT OF TEACHERS HAVE A GOOD HEART.

THEY'RE OUT THERE DOING THINGS ON THEIR OWN.

WE TRY TO PULL THE ENTIRE SCHOOL COMMUNITY TOGETHER.

THE CUSTODIANS, THE SECRETARIES, FOOD SERVICE, BUS DRIVERS, THAT WE WANT TO EXPOSE ALL OF THEM TO INFORMATION ABOUT CHILD DEVELOPMENT AS WELL AS HOW TO MAINTAIN POSITIVE WORKING RELATIONSHIPS WITH THEIR COLLEAGUES.

A RELATIONSHIP WITH PARENTS.

RELATIONSHIPS WITH THE CHILDREN.

BECAUSE EDUCATION IS A SOCIAL ENDEAVOR.

AND THE STRONGER THE SOCIAL INTERACTION IS WITH ALL PARTIES, THEN YOU HAVE A NET.

A SAFETY NET IN WHICH YOU'RE ABLE TO HOLD THOSE CHILDREN UP.

>> I WISH WE HAD MORE TIME TO GET INTO THE SOCIAL AND SCIENTIFIC ASPECTS OF IT.

LET ME THANK YOU, DR.

COOPER, FOR BEING SO ENGAGED IN NOT JUST ACCOUNTING IN SOUTH CAROLINA BUT THE PALMETTO STATE.

THANK YOU FOR YOUR INVOLVEMENT.

>> THANK YOU FOR HAVING ME.

>> IT IS GREAT HAVING YOU IN THE STATE.

DR.

JONES, I WANT TO ASK YOU SOMETHING WE TOUCHED ON THIS A LITTLE BIT, ROY.

IT SEEMS LIKE THE CALL ME MISTER PROGRAM HELPS THE EDUCATORS, HELPS THE TEACHERS ON THE FRONT LINES UNDERSTAND THEIR ROLE A LITTLE BIT BETTER?

IS THAT AN ACCURATE WAY TO SAY IT?

>> I THINK THAT'S ACCURATE.

IN NOT LIMITING AND UNDERSTANDING TEACHERS, IF YOU'RE ADDRESSING THE CONCEPT OF THE WHOLE CHILD, THAT THE CHILD DEVELOPS IN A SCHOOL AND HAS A CONTEXT AROUND THEM, A COMMUNITY.

A HOME.

PEERS.

AS WELL AS THE SCHOOL OFFICIALS WITHIN IT.

THE WAY A MISTER AS WE REFER TO OUR STUDENTS THAT HAVE GRADUATED -- >> WHAT'S THE ACROANYONE?

>> MENTORS INSTRUCTING STUDENTS TOWARD EFFECTIVE ROLE MODELING.

WHAT THEY UNDERSTAND IN THEIR DEVELOPMENT AS PRESERVICE TEACHERS, YOU MUST UNDERSTAND EVERYTHING THAT IMPACTS AND AFFECTS A CHILD IN ORDER TO BE ABLE TO DEVELOP THE APPROACHES YOU'RE GOING TO NEED TO CONNECT WITH THE CHILD.

AND THAT MEANS CONNECTING WITH THEIR PARENTS.

IT MEANS CONNECTING WITH THEIR PEERS.

CONNECTING WITH THEM ON PLAYGROUNDS AS WELL AS THE GYMNASIUM, OUTSIDE OF THE CLASSROOM.

IT IS A MISSION TO UNDERSTAND THE VALUE OF BUILDING RELATIONSHIPS.

THERE IS NO WAY THAT YOU CAN REALLY ASSIST A CHILD IN ACHIEVING IF YOU DON'T HAVE A POSITIVE, EFFECTIVE RELATIONSHIP WITH THAT CHILD.

THAT'S REALLY -- THAT COMES WITH UNDERSTANDING THEM.

BUT YOU UNDERSTAND THAT THIS SHOULD ALSO COME FROM THE SAME COMMUNITIES THAT THEY'RE TEACHING IN.

SO WE DRAW OUR STUDENTS FROM WHERE WE EXPECT THEM TO GO.

THAT'S THE WAY WE BELIEVE IN SOUTH CAROLINA.

WE BELIEVE IN THE TALENT THAT IS WITHIN THE STATE TO ADDRESS WHAT HAS BEEN INTRACTABLE PROBLEMS THROUGHOUT OUR HISTORY.

SO MISTERS COME FROM THOSE COMMUNITIES.

THEY COME FROM FAMILY STRUCTURES.

PERFECT EXAMPLE IS A MISTER THAT IN FACT, FOR THE FIRST THREE YEARS OF HIS PUBLIC SCHOOL LIFE, KINDERGARTEN, FIRST, AND SECOND GRADE, COULDN'T READ.

TEACH HER TO RECOGNIZE BECAUSE OF HIS BEHAVIOR THAT THERE WAS SOMETHING GOING ON.

THE CHILD GOT VERY ADEPT AT NOT -- AT CAMOUFLAGING THE FACT HE COULDN'T READ.

WELL, BECAUSE OF THAT ELEMENTARY TEACHER, THAT EARLY CHILD TEACHER THAT IDENTIFIED THAT PROBLEM, THAT YOUNG MAN HAS BECOME A MISTER, GRADUATED FROM ONE OF OUR COLLEGES IN THE STATE.

IS NOW TEACHER OF THE YEAR FOR THEIR SCHOOL.

SUPPOSE THAT, YOU KNOW, A CHILD THAT COULDN'T READ FOR THE FIRST THREE YEARS OF THEIR LIFE, IF THEY WEREN'T IDENTIFIED AND SEEN AS A PERSON OF THE STUDENT WHO HAD POTENTIAL, THEN WHERE WOULD THEY BE TODAY?

>> SO SUPERINTENDENT SPEARMAN, THEN DR.

INGRAM, WE'LL COME TO YOU ON THIS.

YOU'RE BOTH EDUCATORS.

YOU WERE BOTH IN THE CLASSROOM.

YOUR PROFESSIONAL DEVELOPMENT.

BUT THIS IS MORE THAN PROFESSIONAL DEVELOPMENT, ISN'T IT?

ISN'T THIS MORE ABOUT TEACHING THE TEACHERS HOW TO BE TEACHERS?

>> WELL, I THINK ROY HIT ON SOMETHING SO IMPORTANT.

AS I'VE TALKED WITH SUPERINTENDENTS ACROSS OUR STATE WHO ARE HAVING A HARD TIME RETAIN AND RECRUIT AND RETAIN STRONG TEACHERS, THEY SAY HELP US GROW OUR OWN.

HELP US WITH THOSE FOLKS -- AND I THINK BOTH OF THE PRINCIPLES IN OUR DOCUMENTARY WERE FROM THE HARTSVILLE AREA.

FROM THOSE WHO DIDN'T HAVE THE MEANS TO SEND THEM TO COLLEGE.

SO IT IS IMPORTANT.

THERE'S SOMETHING SPECIAL ABOUT A CHILD KNOWING SOMEONE CAME FROM THEIR COMMUNITY, PARTICULARLY WHEN IT IS A RURAL COMMUNITY AND A LOT OF POVERTY, TO KNOW THAT PERSON MADE IT.

AND THAT THEY SEE SOMEONE WHO'S DONE IT.

SO I AGREE WITH ROY.

HOW IMPORTANT IT IS.

I HOPE THAT IN SOUTH CAROLINA, WE'RE LOOKING TO ADD MORE OPPORTUNITIES.

I HAVE A YOUNG LADY IN MY CHURCH BACK AT HOME WHO WAS A BUS DRIVER.

WHO BECAME A TEACHER'S AIDE.

WHO FOUGHT HER WAY THROUGH COLLEGE WHILE SHE WAS DRIVING THE BUS AND PART-TIME AIDE AND IS NOW A SPECIAL EDUCATION TEACHER IN THE CLASSROOM.

THE STATE SHOULD HAVE HELPED HER AND WE DIDN'T.

BUT WE NEED TO BE LOOKING FOR FOLKS LIKE THAT WHO CAN STAY RIGHT AT HOME AND BE A ROLE MODEL AND HAVE THAT EXTRA PASSION THAT IT TAKES TO REALLY BE A SUCCESSFUL TEACHER.

>> EDDIE?

>> I AGREE WITH BOTH MOLLY AND ROY.

ONE THING I WOULD LIKE TO ADD IS TO ME, ONE OF THE BEAUTIES OF THE COMER PROGRAM IS IT IS SO IMPORTANT TO DEVELOP THE RIGHT MINDSET AND ATTITUDE TOWARD CHILDREN.

ROY TOLD A VERY COMPELLING STORY JUST NOW OF THE CHILD WHO COULDN'T READ FOR THREE YEARS AND TEACHERS MAY BE FRUSTRATED WITH SOME OF THAT BEHAVIOR THAT CHILDREN USE TO CAMOUFLAGE THAT.

MY WIFE IS A SOCIAL WORKER FOR THE DISTRICT.

AND SHE HAD A CHILD NOT LONG AGO THAT WAS PUTTING HIS HEAD DOWN THE ENTIRE TIME.

AND THE TEACHERS WERE FRUSTRATED.

AND NOT QUITE UNDERSTANDING.

BUT SHE FOUND OUT THE CHILD HAD A HORRIBLE ABSCESS.

SHE TAKES CHILDREN TO THE DENTIST EVERY WEEK.

AND THE DENTIST HAPPENS TO BE ON OUR SCHOOL BOARD NOW SO THAT'S GREAT.

BUT IF PHYSICAL NEEDS AREN'T BEING MET AND SOCIAL EMOTIONAL NEEDS AREN'T BEING MET, IT IS HARD TO BE READY TO LEARN.

BUT MOST OF OUR TEACHERS UNDERSTAND THAT.

BUT THEY'RE SO INUNDATED AND SO MUCH IS DEMANDED OF THEM THAT WE HAVE TO BEGIN RECOGNIZING AND RESPECTING THE IMPORTANCE OF TIME AWAY FROM THE CLASSROOM TO RETOOL, RECHARGE, LEARN NEW THINGS, BE REMINDED OF OLD THINGS THAT THEY ALWAYS KNEW.

LIKE I'VE SAID BEFORE, I'VE NEVER SEEN A TEACHER THAT IN MY 34 YEARS THAT GETS UP AND DRIVES TO WORK AND SAYS TO THEMSELVES HOW BAD CAN WE BE TODAY?

THEY JUST DON'T DO THAT.

THEY'RE REALLY GOOD PEOPLE.

BUT I FEEL COMPELLED TO BEG OF THE PUBLIC TO LET'S RESPECT THE NEED TO DEVELOP OUR TEACHERS.

GROW OUR OWN ANDTON MOVE FORWARD.

>> YOU KNOW, THERE SEEMS TO BE A THEME GOING ON HERE.

I WISH -- WE'RE GOING TO HAVE MORE TIME WITH YOU, HARRIS.

I WISH WE HAD MORE TIME TO EXPLORE THAT.

WE'RE GOING TO TAKE A COUPLE OF MINUTES NOW AND FIGURE OUT WHERE THE RUBBER MEETS THE ROAD, WHAT ABOUT A TEACHER?

AND WHAT ABOUT A TEACHER IN 2015?

HOW IS IT DIFFERENT NOW AND WHAT DOES HE OR SHE NEED TO KNOW?

>> I LOVE TEACHING IN THE CLASSROOM.

I CAN DO WHAT I'M DOING.

I KNOW I'M CHANGING SOMEBODY'S LIFE.

THAT'S ENOUGH FOR ME.

>> OUR TEACHERS THAT ARE TRULY MEANT TO BE TEACHERS, WHO ARE CALLED TO BE TEACHERS, THEY REALIZE THAT PATH FROM SOMEWHERE AS A CHILD.

SO THEIR PRESENT.

>> EVERYBODY IN THIS ROOM IS BREATHING.

WE'RE ALL ALIVE ACCORDING TO DEFINITION.

BUT THINK ABOUT THE EXPERIENCES YOU'RE GOING THROUGH RIGHT NOW.

I LOST MY FATHER AT A YOUNG AGE.

RAISED IN A HOUSEFUL OF WOMEN.

THE REASON I WANTED TO BECOME A TEACHER, I DIDN'T HAVE MY FIRST MALE TEACHER UNTIL EIGHTH GRADE.

HE ACTUALLY WASN'T EVEN MY TEACHER.

HE WAS A MALE TEACHER IN THE SCHOOL.

I KNOW I'VE GOT SOME GIRL SCOUTS IN HERE.

AND SOME ATHLETES.

THAT'S COOL.

YOU SHOULD ENJOY YOUR LIFE.

DO THE THINGS THAT MAKE YOU HAPPY.

>> I NEVER HAD A TEACHER I COULD RELATE TO.

IT IS KIND OF LIKE MY SECRET PROJECT THIS YEAR THIS YEAR WITH HIM.

I THINK HE'S THE CASE OF A KID DEALING WITH A LOT.

>> WHEN A CHILD KNOWS YOU CARE FOR THEM, THEY'LL DO ANYTHING FOR YOU.

UNTIL THEN, THEY'LL GO WHERE THEY'RE WANTED, ACCEPTED AND APPRECIATED.

AS ADULTS, IT IS OUR RESPONSIBILITY TO OFFER THAT TYPE OF RELATIONSHIP TO CHILDREN SO THEN THEY CAN HEAR WHAT WE HAVE TO SAY.

>> I WANT TO GUSH A LITTLE BIT ABOUT THAT TEACHER.

HE JOINS ME NOW.

HIS NAME IS PIERRE BROWN, MATH AND SCIENCE TEACHER AT WEST HARTSVILLE ELEMENTARY SCHOOL.

I ALMOST SAID HIGH SCHOOL.

TRYING TO GIVE YOU A PROMOTION ALREADY.

MR.

BROWN, THIS IS JUST A PERSONAL COMMENT THEN THERE IS A QUESTION HERE.

I GIVE YOU HUGE MARKS FOR NOT JUST BEING ON THE FRONT LINE WITH THESE KIDS.

BUT IT SEEMS WHEN YOU WATCH AND A PLUG FOR THIS "AFTER 180 DAYS: HARTSVILLE," IT WOULD BE IMPORTANT TO WATCH IT BECAUSE IT SEEMS LIKE IT IS -- IT IS MOVING FOR YOU EVERY DAY.

HOW DID YOU KNOW WHEN RASHAAN JOHNSON WAS GETTING INTO TROUBLE?

>> BEING IN THE BUILDING, IT IS HARD NOT TO MISS.

THERE ARE STUDENTS WHO GET IN TROUBLE A LOT AND THOSE WHO DON'T.

RASHAAN WAS NEVER ACTUALLY MY STUDENT.

THROUGH THE MENTOR PROGRAM, HE WAS NEVER MY MENTOR.

I SAW THE OCCURRENCE OF HIM BEING IN TROUBLE A LOT.

SO HE STUCK OUT EASILY.

>> DO A LOT OF THE KIDS THAT START DOWN THE PATH OF GETTING INTO TROUBLE MAYBE EXPELLED OR IN SCHOOL SUSPENSION OR SOMETHING ELSE?

IS IT VERY OBVIOUS THAT THEY'RE HEADING DOWN THAT ROAD?

OR IS IT HARDER TO SEE?

>> YOU CAN SEE THE SIGNS.

THAT COMES A LITTLE BIT OF MY BACKGROUND BEING ONE OF THOSE KIDS.

YOU SEE THE SIGNS EARLIER THAN SOME PEOPLE WOULD.

>> WOULD YOU SAY THAT THAT MALE TEACHER THAT WASN'T YOUR TEACHER WAS A TURNING POINT FOR YOU?

>> DEFINITELY.

HE DEFINITELY WAS.

JUST THE MENTORSHIP, THE SMALL CONVERSATIONS, JUST THE 20 SECONDS IN A HALLWAY.

THOSE SMALL THINGS DID HELP CHANGE MY LIFE.

>> SO WHEN YOU TAKE AWAY THAT PERSONAL EXPERIENCE, PIERRE, WHEN YOU THINK ABOUT SOME OF THE TRAINING THAT ROY JONES TALKS ABOUT AT THE CLEMSON, CALL ME MISTER PROGRAM, HOW DO YOU THINK WE COULD BE DOING THAT BETTER OR WHAT DO YOU FEEL IS IMPORTANT TO KNOW ABOUT THAT?

>> THE BIGGEST THING TO KNOW IS THE RECOGNIZING THERE IS A PROBLEM.

THERE IS A SHIFT BETWEEN THE STUDENTS YOU SEE ON AN EVERYDAY BASIS.

YOU MAY HAVE STUDENT A, B AND C AND YOU HAVE TO RECOGNIZE THEY'RE DIFFERENT.

>> WHEN YOU HAVE A CLASSROOM FULL OF KIDS, WHITE KIDS, BLACK KIDS, ASIAN KIDS, AND YOU RECOGNIZE SOMEONE LIKE RASHAAN JOHNSON, A YOUNG BOY OF COLOR, DOES THAT -- DOES THAT HAVE A SPECIAL CHALLENGE IN YOUR MIND?

GIVEN YOU KNOW HIS HISTORY?

AND YOU KNOW SOME OF THE OBSTACLES HE FACES?

HOW DO YOU APPLY THAT TO WHAT YOU'RE DOING WITH SOME OF THE KIDS?

YOU A DEFINITELY.

WHEN YOU RECOGNIZE THE DIFFERENT ISSUES THE CHILDREN FACE, YOU HAVE TO ADDRESS THEM DIFFERENTLY.

COMMON TOPIC IN EDUCATION OF DIFFERENTIATED INSTRUCTION.

IF YOU TAKE OUT THE INSTRUCTION PART AND LOOK AT THE CLASS AS A SMALL COMMUNITY OR SOCIETY, YOU HAVE THE APPROACH ALL OF THE DIFFERENT BODIES DIFFERENTLY.

>> BUSINESS AS A TERM AND ECONOMISTS HAVE A TERM CALLED CREATIVE DESTRUCTION.

IT IS WHG WHEN SOMETHING GOES AWAY AND YOU'RE LAUGHING.

WHEN YOU HAD TO SIT IN A FORMAL MEETING AND DECIDE IF RASHAAN WAS GOING TO BE EXPELLED OR NOT AND IN FACT, WENT DOWN THE PATH THAT HE WAS EXPELLED, HOW DID THAT FEEL TO YOU PERSONALLY?

WHAT DID YOU THINK AFTER THAT MEETING?

>> AFTER THAT MEETING, I KIND OF SHARED WHAT THE PRINCIPAL SHARED IN THE FILM, WE FELT LIKE WE FAILED RASHAAN IN A WAY.

BUT LOOKING BACK ON IT, IT ALSO GAVE A TURNING POINT IN THE ROAD FOR ME PERSONALLY.

BECAUSE WE COULD HAVE LEFT IT TO EXPULSION OR WE FOLLOWED IT UP WITH OTHER WAYS THAT WE ACTUALLY SUPPORTED THE STUDENT.

WE GOT THEM BACK IN THE SCHOOL BY THE END OF THE YEAR.

>> DID HE RESPOND POSITIVELY?

>> DEFINITELY.

INITIALLY, THERE WERE SOME -- I JUST GOT EXPELLED.

I'M FEELING BAD.

I DON'T KNOW WHAT TO DO.

BUT I THINK THE CONSISTENCY AND THE EFFORT FROM ALL PARTIES KIND OF BROUGHT HIM BACK.

>> IS THERE SOMETHING YOU WOULD SAY TO SCHOOL ADMINISTRATORS ABOUT DIVERSITY WHEN IT COMES TO MORE MALE TEACHERS?

>> DON'T SHY AWAY FROM IT.

I THINK AS WE GO INTO THE FUTURE, OUR CLASSROOM AND OUR WHOLE CLASSROOM BUILDING NEEDS TO RESEMBLE SOCIETY.

SOCIETY ISN'T ONE TYPE OF PERSON AND ONE TYPE OF JOB.

IT IS BUILT UP OF DIFFERENT INDIVIDUALS HELPING EACH OTHER AND SUPPORTING EACH OTHER.

AS SOON AS WE GET THAT PICTURE INTO THE CLASSROOM MORE CLEARLY, OUR EDUCATIONAL SYSTEM WILL BE ABLE TO BETTER SUPPORT SOCIETY.

>> I THANK YOU ON BEHALF OF ALL OF THE CHILDREN OF SOUTH CAROLINA FOR CARING SO MUCH.

YOU CAN STILL IN THAT SPECIAL, THAT YOU DO.

THANK YOU FOR YOUR LEADERSHIP AND YOUR SERVICE.

>> THANK YOU.

>> SUPERINTENDENT SPEARMAN, I WANT TO ASK YOU THIS QUESTION, TALKING ABOUT DIVERSITY.

AND ABOUT HAVING MORE MALE TEACHERS IN THE CLASSROOM.

HOW DO WE DO THAT?

>> WELL, I GUESS I'LL HAVE TO ASK MR.

DeLOACH ASK US TO PAY OUR TEACHERS A LITTLE MORE.

IT IS NOT AN EASY JOB TO BE A TEACHER.

IT DOESN'T ALWAYS OFFER THE BEST PAY.

YOU CAN DO A LOT OF OTHER THINGS AND COME OUT MAKING MORE MONEY.

BUT I THINK WE HAVE TO REALIZE AND JUST SUPPORT FOLKS AND GET THE MESSAGE OUT ALWAYS ABOUT HOW IMPORTANT TEACHING IS.

WE'VE HAD A PROGRAM CALLED TEACH FOR AMERICA GOING ON IN THE COUNTRY.

AND TEACH FOR AMERICA STUDENTS WHO ARE IN CLASSROOMS TEACHING ACROSS THE STATE.

AND OVER THE LAST FEW YEARS, WHILE THE ECONOMY HAS BEEN DOWN, IT HAS BEEN PRETTY EASY TO RECRUIT FOLKS BECAUSE THEY COULDN'T FIND A JOB.

THESE ARE TOP-LEVEL AND VERY INTELLIGENT YOUNG PEOPLE WHO ARE SERVING IN A PEACE CORPS-TYPE SITUATION OUT IN OUR RURAL AREAS.

BUT EVEN NOW AS THE ECONOMY IS PICKING UP, THEY'RE HAVING A DIFFICULT TIME RECRUITING TO FILL THEIR QUOTA.

THEY NEED ABOUT 6,000 TEACHERS THIS YEAR.

THEY'VE RECRUITED ABOUT 4,000.

SO IT IS VERY TOUGH FOR US TO COMPETE WITH OTHER OCCUPATIONS.

I THINK, AS COMMUNITIES, AS WE ENCOURAGE FOLKS, EVEN AS TEACHERS, I'VE HEARD SOME TEACHERS DISCOURAGE THEIR OWN CHILDREN FROM BECOMING TEACHERS.

THAT'S NOT A VERY GOOD THING.

>> BECAUSE OF THE LACK OF PAY?

>> LACK OF PAY.

I THINK JUST HOW DIFFICULT IT IS.

AND WE'VE BEEN BASHED PRETTY WELL OVER THE LAST FEW YEARS.

THAT'S CHANGING.

I SEE THE PENDULUM CHANGING ON A LOT OF THINGS.

WE ALL WANT ACCOUNTABILITY.

BUT I THINK THE EMPHASIS ON SO MUCH TESTING AND SO MUCH LABELING OF SCHOOLS, I THINK THAT PENDULUM IS COMING BACK TO A COMMON-SENSE APPROACH.

SO HOPEFULLY THAT'S GOING TO HELP US ATTRACT MORE YOUNG PEOPLE OF ALL ETHNICITIES AND ALL BACKGROUNDS TO TEACHING.

WE NEED THEM.

I PUT IN A PLUG TO ANY YOUNG PEOPLE WHO ARE WATCHING, THIS IS A WONDERFUL PROFESSION.

NO MORE IMPORTANT PROFESSION THAT I KNOW OF.

WE WOULD LOVE TO HAVE YOU JOIN US.

>> HARRIS, SO WE'RE USING TERMS HERE THAT -- LIKE PROFESSIONAL DEVELOPMENT, LEADERSHIP IN THE CLASSROOM.

THESE ARE ALL THINGS THAT GO ON IN AN ORGANIZATION LIKE SONOCO.

WHAT ARE YOUR REFLECTIONS AS WE TALK ABOUT LEADERSHIP, PROFESSIONAL DEVELOPMENT?

EVEN DIVERSITY WITH MORE MALES?

>> I WAS CHUCKLING TO MYSELF WHEN DOCTOR WAS TALKING ABOUT SOME TEACHERS NOT RECOMMENDING THEIR CHILDREN GO INTO TEACHING.

I HAVE SOME DOCTOR FRIENDS WHO WOULDN'T RECOMMEND CHILDREN BE DOCTORS OR LAWYERS OR OTHER THINGS.

BUT I DO THINK SHE HIT ON SOMETHING THAT IS VERY NEAR AND DEAR TO MY HEART.

THAT IS I UNDERSTAND THE CONSTRAINTS ON OUR LEGISLATURE AND BUDGETARY CONSTRAINTS AS WELL AS ANYONE.

I DON'T KNOW THAT WE VALUE THE TEACHERS IN THE CLASSROOM AS MUCH WE SHOULD.

AND WHAT WE ARE PAYING THEM.

THERE'S PROBABLY NO MORE IMPORTANT JOB WE HAVE IN SOCIETY TODAY THAN EDUCATING THE YOUNG PEOPLE WHO WILL BE OUR LEADERS AND DOCTORS AND LAWYERS AND TEACHERS TOMORROW.

SO THAT IS AN ISSUE, CHRIS.

YOU TALK ABOUT LEADERSHIP AND PROFESSIONAL DEVELOPMENT.

LOTS OF PEOPLE DON'T LIKE HEARING ME SAY THIS BUT THE PUBLIC SCHOOLS ARE A BUSINESS.

YOU GET RAW MATERIAL THAT COMES INTO THOSE PUBLIC SCHOOLS.

THEY ALL LOOK ALIKE.

SOME OF THEM HAVE ADVANTAGES TO THE OTHER ONES DON'T.

ONCE THEY GO THROUGH THE BUILDING, HOPE THEY'RE GOING TO COME OUT A LOT BETTER.

SO IT IS INPUT.

YOU HAVE TO HAVE THE BEST AND THE BRIGHTEST TEACHING THEM.

WHAT WORKS THIS YEAR IS PROBABLY NOT GOING TO WORK NEXT YEAR AND NEXT YEAR AS WE CONTINUE TO CHANGE.

SO WE HAVE TO CONTINUE TO LOOK AT HOW WE CHANGE.

CHANGE MANAGE IS DIFFICULT.

BUT IT HAS TO BE DONE.

>> DR.

JONES, DR.

INGRAM, SO IS THERE A MAGIC BULLET AROUND PROFESSIONAL DEVELOPMENT WE HAVEN'T ALREADY TALKED OUT COMPLETELY?

IS THERE ONE THING THAT WE WOULD SAY IF WE CAN DO X -- THE RIGHT TEACH THAT'S HAVE THE PASSION THAT, ARE DOING THE RIGHT THING.

WHAT IS IT?

>> I THINK HARRIS IS ABSOLUTELY RIGHT.

YOU KICK IN THE FEDERAL MONEY, IT IS PROBABLY $90 MILLION ANNUAL BUDGET.

WE SPEND FAR LESS ON PROFESSIONAL DEVELOPMENT THAN THE AVERAGE BUSINESS DOES.

AS A BUSINESS.

PUBLIC EDUCATION DOESN'T SPEND AS MUCH.

I THINK PART OF IT IS WHAT MOLLY SAYS.

WE'VE BEEN SORT OF BASHED.

I DO THINK THE PENDULUM IS CHANGING.

WE'RE STARTING TO RESPECT TEACHERS' TIME AWAY FROM THE CLASSROOM.

WE DON'T LIKE TO LOSE CLASS TIME.

WE MIGHT NOT HAVE MONEY TO SEND SOMEBODY ON A SIX-MONTH SABBATICAL.

I GET ALL OF THAT BUT WE HAVE TO GET AWAY TO SEE WHERE WE'VE BEEN TO KNOW WHERE WE ARE TO UNDERSTAND WHERE WE'RE GOING.

I THINK THERE ARE LOTS OF DIFFERENT WAYS WE CAN HAVE STAFF DEVELOPMENT.

A LOT OF THE EXPERTISE IS THERE IN OUR OWN SCHOOL HOUSES BUT WE DON'T ACCESS IT BECAUSE TEACHERS STILL WORK IN SILOS A LOT OF TIMES.

I'VE GOT MY CLASS AM AREN'T.

MOLLY HAS HER CLASSROOM.

ROY HAS HIS CLASSROOM.

IT DOESN'T NEED TO BE AT 5:00 AT THE END OF THE DAY WHEN WE'RE JUST RECOVERING.

WE'VE GOT TO GET UP AND TEACH THE NEXT DAY.

WE NEED TO FIND TIME TO DO THAT, I THINK.

PROGRAMS LIKE THE MISTER PROGRAM, THEY'RE WONDERFUL.

AND RECRUITING.

RECEIPT CRUELTY FOR MINORITY TEACHERS IS A HUGE CHALLENGE.

I'VE BEEN TO HISTORICALLY BLACK COLLEGES AND UNIVERSITIES AND SIGNED ON MORE WHITE TEACHERS THAN I DID AFRICAN-AMERICAN TEACHERS.

SO BEFORE WE WERE WAITING TO COME ON, I TOLD PIERRE, GET TO WORK, BUDDY.

WE'VE GOT TO GET YOUR FRIENDS INTERESTED IN TEACHING IN PROGRAMS AVAILABLE TO THEM.

BECAUSE IT IS THE MOST NOBLE OF PROFESSIONS.

THOSE ARE JUST A FEW THOUGHTS.

>> I WOULD LIKE TO JUST SAY ONE THING.

I THINK WE PUT SO MUCH EMPHASIS ON THE TEACHERS AND THEY ARE SURELY THE MOST IMPORTANT THINK.

WE PROBABLY HAVEN'T TALKED ENOUGH ABOUT THE PRINCIPAL.

I KNOW I LEFT A SCHOOL ONE TIME BECAUSE WE HAD SUCH A POOR PRINCIPAL.

IF YOU WANT GREAT TEACHERS TO STAY, THEY'VE GOT TO HAVE A GREAT BOSS.

THE LEADERSHIP AT THE SCHOOL IS IT REALLY KEY.

THAT PRINCIPAL HAS TO BE AN INSTRUCTIONAL MANAGER AND KNOW HOW TO SUPPORT GREAT TEACHERS.

THAT'S JUST AS IMPORTANT TO TEACHERS AS THE PAY THEY GET AS THE CLAY MATE AND SUPPORT THEY -- THE CLIMATE AND THE SUPPORT.

>> RAISE THE BAR A LITTLE BIT.

GREAT TEACHERS IN A SCHOOL DEFINITELY BENEFIT FROM A GREAT LEADER.

NO DOUBT ABOUT THAT.

HAVING A HIGHER SALARY CERTAINLY WOULDN'T HURT THE PROFESSION.

BUT YOU KNOW, WE'VE GOT -- BUT MISSION IS IMPORTANT.

OUR TEACHERS, MISTERS, HAVE GAINED GREAT RESPECT WITHIN THE PROFESSION.

THEY'RE RESPECTED WITHIN THEIR PEER GROUP AND THEY'RE RESPECTED OUTSIDE OF OUR PEER GROUP.

THERE ARE MISTERS ENTERING OUR CLASSROOMS WERE KINDERGARTENERS BACK IN THE DAY WHEN WE FIRST GOT STARTED.

DOES THAT MAKE YOU FEEL OLD?

>> I DIDN'T WANT TO GO THERE.

BUT WHEN HARRIS MENTIONED ABOUT EDUCATION IS NOT A SPRINT.

AND YOU HAVE TO BELIEVE IN THE CHILDREN IN FRONT OF YOU, THEY HAVE TO BE SEEN AS THE FUTURE EDUCATORS.

THE FACT OF THE MATTER IS THAT OUR 150 MISTERS THAT HAVE GRADUATED, WHICH HAVE INCREASED BY THE WAY, BY 75%, THE NUMBER OF BLACK MALES TEACHING AT THE ELEMENTARY LEVEL IN SOUTH CAROLINA.

OUR TEACHING -- WHEN YOU SPREAD THEM OUT, THEY'RE TEACHING ABOUT 20% OF OUR TITLE ONE SCHOOLS IN THE STATE WHICH ARE THE POOREST SCHOOLS AND THE MOST CHALLENGING PERFORMING SCHOOLS IN OUR STATE IS WHERE MISTERS GO.

>> IS THAT BECAUSE THEY'RE TRAINED AND MORE EFFECTIVE IN THAT DEMOGRAPHIC.

>> WHERE THEY THEMSELVES COME FROM AND WHERE THEY BELIEVE THE GREATEST NEED IS.

WHAT THEY'RE TRAINED AND WHERE THEY'RE DEVELOPED IN USING A CONCEPT OF DEVELOPMENT IS THAT IT ALLOWS THEM TO STAY.

IT ALLOWS THEM NOT TO QUIT.

SO FROM 2004 NOW GOING ON 11 YEARS, NONE OF OUR GUYS HAVE QUIT.

THEY'RE STILL IN THE PROFESSION.

THEY'RE STILL ENGAGED AS TEACHERS.

SOME OF THEM ARE OUTSTANDING PRINCIPALS.

LEADING SCHOOLS OF TITLE ONE SCHOOLS.

AND DOING EXTREMELY WELL.

SO PART OF IT IS, YOU KNOW, COMPENSATES FOR THE COMPENSATION IS HOW YOU'RE GIVING BACK AND THE VALUE YOU'RE GIVING BACK TO YOUR COMMUNITY.

THAT'S WHERE MISTERS STAND APART FROM THE AVERAGE TEACHER THAT IS FOCUSED ON AND EVEN SALARY.

THEY JUST SIMPLY DON'T QUIT.

SINCE 2004, NONE HAVE QUIT.

THE RESPECT THEY GET.

100% EMPLOYMENT.

I WOULD LIKE TO COMPARE THAT TO YOUR AVERAGE UNDERGRADUATE COMING OUT OF SCHOOL AND HOW MANY PROGRAMS COULD SAY AT 100%, THE TEACHERS OR GRADUATES ARE EMPLOYED.

AND ABLE TO STAY.

SO THERE'S OTHER THINGS THAT ARE LITTLE -- NOT AS TANGIBLE THAT MAKE THE PROFESSIONAL ACTIVIVE.

THE FACTION IS EDUCATION IS SO VALUABLE, THEY BECOME THE DEVELOPERS OF WHAT SONOCO NEEDS AND TO WORK.

AS HARRIS SAYS, HE DOESN'T TAKE DROPOUTS.

YOU'VE GOT TO HAVE PEOPLE THAT HAVE THE SKILLS TO BE ABLE TO EVEN FIT IN AN ECONOMY THAT HE'S PREPARING THEM FOR.

>> DR.

JONES, 100% EMPLOYMENT, 0% TURNOVER, DR.

INGRAM, WERE YOU GOING TO ADD SOMETHING TO THAT?

>> FROM THE INSTRUCTIONAL SIDE, THERE'S NO SUCH THING AS A GOOD SCHOOL WITH A BAD PRINCIPAL.

IT DOESN'T EXIST.

MY MESSAGE TO ALSO SUPERINTENDENTS OUT THERE FROM THE INSTRUCTIONAL SIDE, THE MOST IMPORTANT DECISION I MAKE IS WHO I DECIDE TO RECOMMEND AS A PRINCIPAL OF A SCHOOL.

THAT'S THE MOST CRITICAL POSITION.

I'VE BEEN A PRINCIPAL.

WHEN I WAS A PRINCIPAL OF FOUR DIFFERENT SCHOOLS -- NOT AT THE SAME TIME -- BUT I PROBABLY HAD MORE DIRECT IMPACT ON THE QUALITY OF INSTRUCTION AND LEARNING THAN I HAVE IN MY 34-YEAR CAREER.

WITH ALL DUE SUPPORT TO TEACHERS, THAT'S THE MOST CRITICAL.

MY GRANDFATHER WAS A PRINCIPAL/TEACHER.

100 YEARS AGO -- I HAVE A HANDBOOK, 1912-1913, THEY STILL FUSSED ABOUT SALARIES.

>> PROBABLY A LOT DIFFERENT.

>> HAD HE NOT LED THAT SCHOOL WITH FIDELITY AND LOVE, IT WOULDN'T HAVE THRIVED LIKE IT DID.

>> SO IN 30 SECONDS, GIVE YOU THE LAST WORD, MADAM SUPERINTENDENT, WHAT IS THE MAGIC TO GET THE RIGHT PRINCIPALS IN THE SCHOOLS AND TO KEEP THEM THERE?

AND BY THE WAY, NOT TO THROW THIS IN THE MIX BUT YOUR PREDECESSOR, MICK ZAIS SAID IT IS NOT ABOUT THE MONEY.

IT IS ABOUT FINDING THE PEOPLE.

>> RIGHT.

I COULDN'T AGREE MORE.

IT IS ABOUT FUNDING THE RIGHT PEOPLE.

I THINK WE CAN DO A BETTER JOB AND TAKE SOME CUES FROM OUR FRIENDS IN BUSINESS.

HOW THEY ASSESS LEADERSHIP AND IDENTIFY PEOPLE WHO HAVE THE RIGHT SKILLS TO BE PRINCIPALS.

I THINK WE CAN DO A BETTER JOB OF THAT IN SOUTH CAROLINA.

AND THEN GIVE THEM THE SUPPORT THAT THEY NEED AND THE ABILITY TO MANAGE THEIR SCHOOL.

SO I AM ALL ABOUT BUILDING UP OUR POOL AND QADRY OF POTENTIAL PRINCIPALS IN SOUTH CAROLINA SO THAT THEY HAVE A QUALITY POOL TO LOOK LIKE AND KNOW THOSE PEOPLE HAVE BEEN IDENTIFIED WITH THE SKILLS.

AND NOT JUST INSTRUCTIONAL SKILLS BUT THOSE MANAGEMENT-TYPE SKILLS NEEDED FOR A PRINCIPALSHIP.

>> MADAM, GENTLEMEN, STAY WITH US.

IN THE LAST FIVE MINUTES, WE'LL COME BACK TO YOU.

I WANT YOU TO -- I WOULD LIKE TO INTRODUCE -- AS A MATTER OF FACT, I HAVE THE HONOR OF INTRODUCING AND I'M PROUD TO BE SITTING NEXT TO HER.

JACQUELYN JONES, THE SERIES EXECUTIVE PRODUCER AND THE DIRECTOR OF "AFTER 180 DAYS: HARTSVILLE."

JACQUELYN, WELCOME.

GOOD TO HAVE YOU HERE.

>> I'M FROM THE SOUTH.

SO WELCOME BACK.

>> YOU'RE IN A UNIQUE POSITION TO TALK ABOUT -- YOU REFLECT ON NOT JUST "AFTER 180 DAYS: HARTSVILLE" BUT A LOT OF PEOPLE DON'T KNOW YOU WON A PEABODY FOR 180 DAYS FOR A HIGH SCHOOL IN WASHINGTON, D.C.

HOW DOES THIS COMPARE AND CONTRAST TO THAT?

>> THE WHOLE IDEA WAS TO LOOK AT EDUCATION STORIES FROM THE PERSPECTIVES OF THE TEACHERS, THE PRINCIPALS, THE FAMILIES THAT WERE MOST AFFECTED BY THE THINGS THAT WE HEAR ABOUT IN THE NEWS.

COMMON CORE OR NO CHILD LEFT BEHIND.

SO I FEEL BOTH OF THEM, SORT OF IN DIFFERENT WAYS, COMPLEMENT THE SAME STORY.

WE'RE LOOKING AT LIKE HOW DID THESE BIG POLICIES AND BIG INTERVENTIONS BY EITHER LOCAL OR FEDERAL OR GOVERNMENTS IMPACT KIDS.

THIS IS REALLY A DEVELOPING STORY THAT'S ABOUT THE WHOLE COUNTRY.

>> WHAT DID YOU TAKE AWAY FROM THIS?

WHAT SURPRISED YOU ABOUT "AFTER 180 DAYS: HARTSVILLE"?

>> I THINK THAT ATTRACTED US INITIALLY TO IT WAS WE HEARD ABOUT THE PUBLIC/PRIVATE PARTNERSHIP.

WE KNEW OF COURSE ABOUT DR.

COMER'S WORK AND HOW HISTORY IT HAD BEEN IN THE HISTORY OF EDUCATION REFORM.

WE WEREN'T REALLY LOOKING AT IT FROM THE PERSPECTIVE OF HOW ARE ALL OF THESE THINGS GOING TOGETHER.

I THINK REALLY EVOLVED WAS THE PANEL JUST SAID A STORY ABOUT THE LEADERS AND THE SCHOOLS, THE TWO PRINCIPALS AND HOW THOSE SCHOOL COMMUNITIES REALLY CAME TOGETHER AS COMMUNITIES.

THAT YOU DON'T -- YOU KNOW, IT IS NOT A STORY ONE TEACHER TEACHING ONE CHILD.

IT IS NOT ONLY THE STORY OF PIERRE AND AND RASHAAN JOHNSON.

IT IS A STORY OF HOW A WHOLE SCHOOL SUPPORTS A WHOLE TEACHER AND A WHOLE COMMUNITY.

>> YOU SHOT IN WHAT'S CALLED A STYLE OF CINEMA WHICH IS CALLED OBSERVATIONAL CINEMA.

WHY WAS THAT IMPORTANT?

DESCRIBE THE STYLE IN A BRIEF WAY.

AND THEN ALSO, WHY WAS THAT IMPORTANT TO BRING A STORY LIKE HARTSVILLE TO THE PUBLIC?

>> WELL, THE WAY IT WORKS BASICALLY IS WE EMBEDDED CREWS IN TWO SCHOOLS.

ORIGINALLY, IT WAS GOING TO BE ALL OF THE SCHOOLS.

THEN WE QUICKLY FOUND OUT THAT WAS NOT GOING TO WORK.

WE EMBEDDED CREWS IN TWO SCHOOLS AND REALLY STARTING ON DAY ONE, FINISHING ON DAY 180, THE LAST DAY OF SCHOOL.

THE CREWS REALLY SORT OF -- WE WORKED TOGETHER TO IDENTIFY WHO COULD BE POTENTIAL CHARACTERS IN THIS CASE, THE PRINCIPALS, A FEW OF THE TEACHERS, A FEW OF THE KIDS.

THEN WE FOLLOW THEM AS THEIR STORIES EVOLVE.

WE DON'T KNOW WHAT'S GOING TO HAPPEN AT THE BEGINNING.

WE HAVE NO IDEA.

IN SOME CASES, DRAMATIC THINGS HAPPEN AND IN SOME CASES, THEY DON'T.

BUT OUR GOAL WAS REALLY NOT TO TELL PEOPLE WHAT TO THINK ABOUT TESTING.

NOT TO TELL PEOPLE WHAT TO THINK ABOUT POVERTY.

BUT TO JUST SAY THIS IS A COMMUNITY THAT IS BEING INTENTIONAL IN THE WAY THAT IT EDUCATES ITS KIDS.

THIS IS HOW IT WORKS.

THIS IS HOW IT LOOKS ON A DAY-TO-DAY BASIS.

AND YOU, THE PUBLIC, MAKE A DECISION ABOUT WHETHER IT IS WORKING OR NOT.

AND WHAT ROLE YOU CAN PLAY IN YOUR OWN COMMUNITY TO SUPPORT KIDS IN THE WAY YOU SEE PEOPLE DOING IT HERE.

>> JACQUELYN, THANK YOU FOR MAKING AN INVESTMENT IN SOUTH CAROLINA OF YOUR TIME.

THE STORY IS TO LIGHT AND THE STORY IS BETTER BECAUSE YOU WERE INVOLVED.

THANK YOU FOR DOING THAT.

>> I HAVE TO SAY, I'M THE CO-DIRECTOR.

THERE IS ALSO ANOTHER DIRECTOR WHO REALLY WAS IN HARTSVILLE FOR THE WHOLE 180 DAYS.

COULDN'T BE WITH US TODAY.

BUT WHO REALLY DEVELOPED THOSE REALLY STRONG RELATIONSHIPS THAT ALLOW US AS THE AUDIENCE TO SEE IN THESE INTIMATE WAYS INTO THE LIVES OF THE SCHOOLS.

>> THANK YOU AGAIN.

>> THANK YOU.

>> HARRIS, WE MENTIONED WE WERE COMING BACK TO YOU.

WHAT HAVE YOU LEARNED FROM THIS FILM?

>> I'M SORRY, CHRIS.

>> WHAT HAVE YOU LEARNED FROM THIS FILM?

WHAT WAS SURPRISING DO YOU THAT YOU DIDN'T EXPECT?

>> IN THIS FILM?

>> THERE WAS NOTHING SURPRISING TO ME IN THIS FILM.

I EXPECTED TO SEE TWO VERY, VERY ENGAGED PRINCIPALS WHICH I SAW.

AND CARING ABOUT THE SCHOOLS AND THE STUDENTS.

SO THERE WERE REALLY NO SURPRISES TO ME, CHRIS.

IT WAS HEARTWARMING.

I'M GLAD IT HAPPENED AS IT HAPPENED.

BUT THERE WEREN'T SURPRISES.

>> WAS THE INVESTMENT -- IS IT A GOOD INVESTMENT?

WAS IT THE RIGHT INVESTMENT?

WOULD YOU CHANGE HOW YOU FUNDED IT?

THE AMOUNT YOU FUNDED IT?

>> NO.

I THINK IT WAS A GOOD INVESTMENT.

EVERYONE BOUGHT INTO IT.

SOME THINGS THAT MIGHT HAVE CHANGED, OF COURSE.

I DON'T KNOW EXACTLY WHAT THEY WERE.

PROBABLY ALWAYS CHANGE SOMETHING.

BUT ON BALANCE, I THOUGHT IT HAS BEEN VERY SUCCESSFUL.

AS SUCCESSFUL AS I THOUGHT IT WOULD BE.

AT THE VERY BEGINNING.

>> EDDIE, WHERE DO YOU GO FROM HERE?

YOU'VE GOT THIS NATIONAL SPOTLIGHT THROUGH "AFTER 180 DAYS: HARTSVILLE."

WHERE DO YOU TAKE IT?

WHERE DO YOU GO FROM HERE?

HOW DO YOU APPLY IT?

>> I'VE BEEN A FAN OF DR.

COMER'S WORK SINCE GRADUATE SCHOOL.

WHEN I HAD A CHANCE TO MEET HIM, IT WAS VERY AWE-INSPIRING FOR ME.

I THINK THE ENCOURAGING THING FOR ME AS SUPERINTENDENT IS THAT WE CAN TRULY REPLICATE A LOT OF THESE THINGS ACROSS THE DISTRICT WITH VERY LITTLE MONEY BECAUSE IT IS ABOUT A MINDSET AND AN ATTITUDE TOWARD OUR CHILDREN AND MAYBE A DIFFERENT LOOK.

AND OF COURSE, WE'LL PUT RESOURCES WHERE WE NEED TO.

AND I THINK THE FILM ITSELF, I HAVE TO SAY THIS -- >> WE HAVE ABOUT 30 SECONDS LEFT.

>> TO ME, IT WAS A GOOD STORY FOR EVERYBODY.

THERE ARE PUBLIC EDUCATORS JUST LIKE THE TWO PRINCIPALS ALL ACROSS THIS COUNTRY.

WHO WORK HARD EVERY DAY AND GO HOME LATE.

THAT'S WHAT I WANT THE PUBLIC TO SEE AND TAKE FROM IT.

>> MADAM SUPERINTENDENT, ARE YOU ENCOURAGED BY WHAT YOU'VE SEEN?

>> I AM ENCOURAGED.

I THANK PBS FOR DOING IT.

IT IS REPLICATING.

IT CAN BE SUCCESSFUL.

WE FIND OUT A WAY TO MAKE IT HAPPEN EVERYWHERE.

>> DR.

JONES?

ARE YOU?

>> ABSOLUTELY ENCOURAGED.

I SEE IT AS A -- THE IMAGIC THAT HAPPENED IN HARTSVILLE IS WHAT CAN HAPPEN THROUGH OUR STATE TO MAKE IT THE STATE THAT WE ALL KNOW IT HAS THE POTENTIAL TO BECOME.

>> THANK YOU ALL!

JACQUELYN, THANK YOU FOR COMING SOUTH.

WE LOVE HAVING YOU HERE.

THANKS FOR SHINING THE LIGHT.

>> THANK YOU.

THANK YOU FOR WATCHING US.

UNTIL NEXT TIME, GOOD NIGHT.