Six candidates are running for three seats on the Marshfield School Board in the April 7 election. Incumbent Mark Borchardt will face challengers Mason M. Gukenberger, Faith Meyers, Dominic Pernsteiner, Brandon Taylor and Ben Will.
School Board members serve three-year terms. The board consists of seven members. Current board members Mark Konrardy and Tara Tremelling filed declarations of non-candidacy in the race.
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The Marshfield News-Herald asked each of the candidates to answer two additional questions focused on balancing the district’s budget and prioritizing student needs.
You can also read the responses they provided ahead of the Feb. 17 primary election here.
Mark Borchardt
Age: 68
Residence: Town of Lincoln
Occupation and education: Retired after a 42-year career in scientific research, 31 years as laboratory director; high school graduate in Appleton; Bachelor of Science degree from the University of Wisconsin-Madison; Ph.D. from the University of Vermont; post-doctoral fellowship at the Stroud Water Research Center/The Academy of Natural Sciences in Philadelphia
Relevant experience: I currently serve on the Marshfield School Board, having filled a vacancy after a member resigned in early 2025. My career involved directing large, collaborative, multi-center research projects. It taught me how to plan and organize projects, manage personnel, stay within budget, resolve disputes, make decisions based on data and communicate different points of view. I have extensive experience on other types of boards, having served on numerous scientific advisory boards for state and federal agencies and on editorial boards for scientific journals. I currently serve on the leadership board of First Presbyterian Church in Marshfield.
Campaign website/Facebook page: Mark Borchardt for School Board on Facebook
Mason M. Gukenberger
Age: 26
Residence: Town of Marshfield
Occupation and education: I work in agricultural and construction technology, focusing on training, business development and data-driven decision-making. I help teams and customers adopt new tools, improve communication and make long-term choices that deliver measurable results. I also serve on multiple advisory boards, including one for a Fortune 500 company, reinforcing the importance of planning, collaboration and accountability. I am a proud Marshfield School District and Marshfield High School (Class of 2017) graduate. I earned my associate degree from UW–Stevens Point at Marshfield and am pursuing my bachelor’s degree online while working full time.
Relevant experience: My relevant experience comes from professional, community and leadership roles centered on communication, service and long-term problem solving. Professionally, I work in training, business development and data-driven decision-making, helping teams implement practical solutions with measurable results. In the community, I’ve served on local and state boards where collaboration, transparency and accountability are essential. I’ve worked with diverse groups, listened to different perspectives, and helped move projects forward respectfully and productively. As a Marshfield School District graduate, I’m committed to putting students first, supporting a positive district culture, and making fair, unbiased decisions for long-term success.
Campaign website/Facebook page: Gukenberger for Marshfield School Board on Facebook
Faith Meyers
Age: 37
Residence: City of Marshfield
Occupation and education: I am an attorney and the owner of Meyers Family Law. Before law school, I stayed home with my children for several years and later worked for the Marshfield School District as a special education aide and substitute teacher. I earned my law degree from Mitchell Hamline School of Law while working and raising a family, which required strong time management, critical thinking and a deep understanding of policy and process.
Relevant experience: I bring a unique perspective as a parent with three children across all levels of Marshfield schools, including hands-on experience navigating IEP and 504 plans. I’ve worked inside the district as a SPED aide and substitute teacher, served on the YES Committee during the recent referendum, and remain active in Grant Elementary PTO. I regularly attend School Board meetings and have spoken during public comment, giving me firsthand insight into district processes, policies and the concerns of families and the community.
Campaign website/Facebook page: Faith Meyers for School Board on Facebook
Dominic Pernsteiner
Age: 44
Residence: Town of Richfield
Occupation and education: With over 21 years at Roehl Transport, I serve as market manager overseeing our Northeast Van Division. I hold a business administration degree with a minor in economics from the University of Wisconsin-Stevens Point.
Relevant experience: In my role leading and directing our Northeast market team, I monitor market trends and analyze data to inform our strategic direction in a dynamic economy. I work with some of the largest Fortune 500 companies around the world. My strong leadership skills and practical knowledge will be a strong asset on our School Board. It takes leaders to lead, and all great leaders surround themselves with great people through accountability. It’s through accountability that we build and develop great teams that drive success. Accountability on our School Board is paramount for success in our district.
Campaign website/Facebook page: Dominic Pernsteiner for School Board on Facebook
Brandon Taylor
Age: 30
Residence: City of Marshfield
Occupation and education: CNA/business owner; Associates of Science degree in health science
Relevant experience: Section sergeant leading and directing my soldiers
Campaign website/Facebook page: Brandon Taylor for School Board on Facebook
Ben Will
Age: 44
Residence: Village of Hewitt
Occupation and education: I am a lifelong Marshfield resident and spent 18 years as an award-winning technology education teacher in the School District of Marshfield. I have also taught evening classes at Mid-State Technical College for more than a decade. I currently work with my family’s business, Kohs Machine Shop, a fourth-generation fabrication shop in Marshfield. I hold a four-year degree from UW-Stout and a master’s degree in educational technology, and I have continued professional learning throughout my career in education and technical fields.
Relevant experience: My experience spans education, workforce development and small business. In the classroom, I built inclusive, hands-on programs that connected students with local employers, veterans and community organizations. I helped create mentorship programs, community welding events, elementary outreach projects and cross-disciplinary classes that blended technical education with the arts. As a parent, I have children pursuing both technical college and four-year university paths, which gives me a broad perspective on preparing students for many futures. Through Mid-State and our family business, I work closely with local employers and understand what skills today’s workforce demands.
Campaign website/Facebook page: Ben Will 4 School Board on Facebook
How will you balance providing essential services with rising concerns of affordability and cost of living?
Borchardt: As a current member of the School Board, I know the district’s goal is to have a stable year-to-year total tax levy. This provides predictability for taxpayers’ budgets. For the most part, since 2015-2016, the district has maintained the total levy at around $20 million. This is admirable given the number of budget factors that can change abruptly every year. These factors include student enrollment, state aid, private school voucher payments, property values and inflation. The School District is fiscally sound and fiscally prudent and is on a trajectory for continued financial success.
Gukenberger: Balancing essential services with affordability starts with responsible leadership and putting students at the core of every decision. Our district has a responsibility to support students, educators and families while also respecting the financial realities our community faces. That means prioritizing spending that directly impacts student learning and well-being, evaluating programs for effectiveness, and planning with a long-term perspective. When making budget decisions, I believe we should always ask one key question: Does this help students learn, grow and succeed? If we stay focused on that, we can maintain essential services while being mindful of costs for our community.
Meyers: As a mom of three kids in our schools, I know families in Marshfield are feeling the pressure of higher costs. We have to protect the essentials — student safety, strong classrooms, excellent staff and services that help kids succeed — while also being diligent stewards of taxpayer dollars. That means practicing disciplined fiscal oversight and taking a thoughtful look at how district resources are allocated to ensure they are directly aligned with student needs. With steady leadership and a focus on long-term sustainability, we can support our students while remaining deeply mindful of the financial impact on our neighbors and the community.
Pernsteiner: To ensure our spending aligns with future needs and enrollment numbers, we must evaluate our cost structure carefully. Prioritizing investments that yield significant returns for student success is essential. One area for potential savings is the use of iPads, particularly in early education. Emphasizing traditional teaching methods will create a solid foundation before we fully integrate technology into our curriculum. This strategic approach will ensure that our resources effectively support our educational goals.
Taylor: Families are feeling the cost-of-living rise, so we must protect essential student services while eliminating wasteful spending. My approach is to prioritize what directly impacts students and be transparent about every dollar. That includes reviewing transportation, staffing and operational decisions to ensure resources are used responsibly. For example, it’s been brought to my attention that oversized buses are sometimes used when a smaller, more fuel‑efficient option would work. Small, practical adjustments like this help us stay within budget without cutting what students really need, allowing us to maintain strong services without adding financial pressure to families.
Will: Balancing essential services with affordability starts with common sense and clear priorities. Our schools should focus first on what matters most to students: great teachers, safe schools and strong learning opportunities. At the same time, the board must respect the taxpayers who make all of this possible. Families are feeling the pressure of rising costs, and the School Board should be careful about adding new spending without real value. Growing up in a family business and spending 22 years in the classroom has shown me how important it is to work hard, spend wisely and stay focused on what truly matters.
How will you work to balance budgets for student services with budgets for academic needs?
Borchardt: The answer to this question is not straightforward for two reasons. 1) Academic needs and student services are intertwined. For example, a student lagging behind in reading (academic need) will need an intervention specialist (student service). 2) There is no cost tradeoff. A cut in services does not mean an increase in spending on academics. Wisconsin Act 221, signed into law April 2024, provides funding for student services; the amount varies by service. For example, the state funds 84% for a school psychologist. What matters is the total package, both academics and student support, that helps every student succeed.
Gukenberger: I believe balancing budgets starts with putting students at the core of every decision. Strong academics and strong student support services go hand in hand and shouldn’t be viewed separately. Our classrooms must have the resources educators need to teach effectively, while services like counseling and programs that support diverse learning needs help remove barriers, so students are ready to learn. I believe in prioritizing investments that improve student outcomes, evaluating programs for effectiveness, and planning responsibly for the long term. When we keep student success at the center, academics and support services work together to strengthen opportunities for every student.
Meyers: I do not see student services and academics as competing — they go hand in hand. In Wisconsin, schools operate under one overall budget structure with distinct functional categories — such as instruction and pupil services — alongside dedicated funds for things such as special education and long-term maintenance. The board’s job is to keep these areas balanced and aligned with student needs. Kids learn best when their academic and behavioral needs are supported. That means listening to staff, ensuring our spending reflects our strategic priorities and making fiscally sustainable decisions that keep students at the center.
Pernsteiner: Investing in student services from the beginning is essential for academic success. My son’s challenges have highlighted this need within our district. By addressing issues at their root level, we can prevent larger challenges that may impact students’ performance later. My focus is on building a strong foundation in early education, which will not only support current students but also pave the way for future achievements. Strengthening these initial services ensures that all students are equipped to thrive in their educational journeys, ultimately leading to long-term success.
Taylor: Student services and academics are not competing priorities — they support each other. When budgets are tight, we must prioritize what has the greatest impact on learning while eliminating low‑value or unnecessary spending. A major part of that is improving transparency so taxpayers can clearly see where money goes and whether programs deliver measurable results. By focusing on evidence‑based services, evaluating outcomes and ensuring resources are used efficiently, we can protect academic quality and essential support. A balanced, student‑centered budget requires accountability, openness and a willingness to adjust practices that no longer meet the needs of most students.
Will: Student services and academics shouldn’t compete with each other, they should work together. Our primary job is educating students, so strong academics always have to be the foundation. At the same time, some students need extra support to be successful in the classroom. The School Board’s role is to look carefully at the data, ask good questions and make sure the resources we provide are actually helping students learn and grow. With limited budgets, we have to stay focused on what truly benefits students and make thoughtful decisions that keep our schools strong.
Erik Pfantz covers local government and education in central Wisconsin for USA TODAY NETWORK-Wisconsin and values his background as a rural Wisconsinite. Contact him at epfantz@usatodayco.com.
This article originally appeared on Marshfield News-Herald: These candidates are vying for 3 seats on the Marshfield School Board
Reporting by Erik Pfantz, Marshfield News-Herald / Marshfield News-Herald
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