Tchr - Emotional Behavior Disorder - Benjamin E. Mays

Overview

Benjamin

E. Mays is a school whose program is changing to an Afrocentric focus. Beginning the Fall of 2026, the school will emphasize Afrocentric values and perspectives. We nurture and model the brilliance of every scholar through a learning environment grounded in love, equity, rigor, high expectations, and pride. Rooted in African-centered values and perspectives, we honor each scholar's cultural heritage and affirm their full identity.

We are committed to educating the whole child fostering a community where every learner is seen, valued, and empowered to achieve excellence.

A valid teaching license for Emotional Behavioral Disorder or Academic and Behavior Strategist issued by the Minnesota Department of Education.

• Umoja (Unity): to strive for and maintain unity in the family, community, nation and race
• Understanding African Centered History and Culture:
  Teachers must have a deep understanding of African centered history, contributions, and challenges, both past and present.
• Culturally Responsive Pedagogy:
  Teachers will demonstrate the ability to integrate scholars' cultural backgrounds into the curriculum using culturally relevant texts, examples, and teaching methods that reflect their lived experience.
• Validation of Student Identities:
  Teachers need to create a learning environment that affirms scholars' cultural identities, honoring diverse ways of knowing and authentic self-expression.
• Asset-Based Thinking:
  Teachers need to adopt an asset-based approach rooted in African-centered values that highlight scholars' strengths, talents, and cultural knowledge.
• Building a Positive, Inclusive Classroom Culture:
  Teachers will create a space where scholars feel safe, valued, and united. Teachers will implement restorative practices and address micro-aggressions to promote unity and mutual respect.
• Kujichagulia (Self-Determination): to define ourselves, name ourselves, create for ourselves and speak for ourselves
• Promoting Critical Thinking and Agency:
  Teachers should encourage scholars to be active participants in their learning and to see themselves as change agents within their communities.
• Equity and Social Justice:
  Teachers need to be advocates for educational equity, address bias, and ensure all scholars have access to opportunities for success.
• Self-Reflection and Humility:
  Teachers must reflect on their own biases, limitations, and assumptions to continually improve their culturally responsive practice.
• Empowering Scholars as Change Agents:
  Teachers will foster cultural pride and empower scholars to use their education to define and transform communities.
• Ujima (Collective Work and Responsibility): to build and maintain our community together and make our brothers' and sisters' problems our problems and to solve them together
• Culturally Affirming Relationships:
  Teachers must build strong, trusting relationships by honoring scholars' cultural identities and showing empathy and care.
• Fostering a Sense of Belonging:
  Teachers will help scholars feel seen, respected, and understood to strengthen classroom belonging and community.
• Community Building and Culturally Relevant Classroom Management:
  Teachers will use restorative practices and community focused strategies that celebrate diversity and collective learning.
• Parental and Community Engagement:
  Effective teachers will build partnerships with families and community organizations to support scholars' growth.
• Culturally Responsive Assessment Practices:
  Teachers will use culturally informed assessments that honor multiple ways of demonstrating knowledge.
• Data-Informed Decision Making:
  Teachers will use data to support scholars equitably, identify gaps, and ensure evaluation of progress.
• Ujamaa (Cooperative Economics): to build and maintain our own stores, shops, and other businesses and to profit from them together
• Setting High, Yet Achievable Standards and Expectations:
  Teachers must believe in the potential of all scholars, set challenging goals, and provide the support needed for success.
• Offering Individualized Support:
  Teachers must recognize the unique learning needs of each scholar through differentiation, mentorship, and personalized feedback.
• Navigating Disparities in Resources:
  Teachers will maximize available resources and advocate for scholars' needs by seeking community partnerships and support.
• Empowering Economic Change:
  Teachers will recognize and understand the historical context of economic equities and guide students to embrace cooperative economics as an alternative.
• Nia (Purpose): to make our collective vocation the building and developing of our community in order to restore our people to their traditional greatness
• Critical Thinking and Problem-Solving:
  Teachers will encourage analysis of societal issues, race and identity while connecting personal experience to collective progress.
• Real-World Connections and Relevance:
  Teachers will link learning to scholars'…