Tchr - Autism - Benjamin Mays - FTE

Beginning the Fall of 2026, Benjamin

E. Mays is a school whose program is changing to an Afrocentric focus. 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 Autism 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 brother's and sister's problems our problems and to solve them together
• Culturally Affining 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…