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.
MINIMUM QUALIFICATIONS
A valid teaching license for Prekindergarten issued by the Minnesota Department of Education.
Knowledge, Skills, Experiences, and Abilities:
1. Umoja (Unity): to strive for and maintain unity in the family, community, nation and race
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Understanding African Centered History and Culture: Teachers must have a deep understanding of African centered history, contributions, and challenges, both past and present.
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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.
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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.
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Asset-Based Thinking: Teachers need to adopt an asset-based approach rooted in African-centered values that highlight scholars¿ strengths, talents, and cultural knowledge.
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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.
2. Kujichagulia (Self-Determination): to define ourselves, name ourselves, create for ourselves and speak for ourselves
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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.
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Equity and Social Justice: Teachers need to be advocates for educational equity, address bias, and ensure all scholars have access to opportunities for success.
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Self-Reflection and Humility: Teachers must reflect on their own biases, limitations, and assumptions to continually improve their culturally responsive practice.
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Empowering Scholars as Change Agents: Teachers will foster cultural pride and empower scholars to use their education to define and transform communities.
3. 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
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Culturally Affirming Relationships: Teachers must build strong, trusting relationships by honoring scholars¿ cultural identities and showing empathy and care.
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Fostering a Sense of Belonging: Teachers will help scholars feel seen, respected, and understood to strengthen classroom belonging and community.
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Community Building and Culturally Relevant Classroom Management: Teachers will use restorative practices and community focused strategies that celebrate diversity and collective learning.
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Parental and Community Engagement: Effective teachers will build partnerships with families and community organizations to support scholars¿ growth.
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Culturally Responsive Assessment Practices: Teachers will use culturally informed assessments that honor multiple ways of demonstrating knowledge.
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Data-Informed Decision Making: Teachers will use data to support scholars equitably, identify gaps, and ensure evaluation of progress.
4. Ujamaa (Cooperative Economics): to build and maintain our own stores, shops, and other businesses and to profit from them together
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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.
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Offering Individualized Support: Teachers must recognize the unique learning needs of each scholar through differentiation, mentorship, and personalized feedback.
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Navigating Disparities in Resources: Teachers will maximize available resources and advocate for scholars¿ needs by seeking community partnerships and support.
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Empowering Economic Change: Teachers will recognize and understand the historical context of economic equities and guide students to embrace cooperative economics as an alternative.
5. Nia (Purpose): to make our collective vocation the building and developing of our community in order to restore our people to their traditional greatness
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Critical Thinking and Problem-Solving: Teachers will encourage analysis of societal issues, race and identity while connecting person experience to collective progress.
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Real-World Connections and Relevance: Teachers will link learning to scholars¿ real-world experiences and community issues to inspire purposeful action.
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Mentorship and Guidance: Teachers will serve as mentors who nurture scholars¿ academic, cultural, and personal growth.
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Adaptable Teaching Methods: Teachers must be able to differentiate their instruction to meet diverse learning needs, ensuring each scholar's purpose and potential are cultivated.
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Promoting Leadership Skills: Teachers will provide opportunities for scholars to lead, advocate, and represent their peers as emerging community leaders.
6. Kuumba (Creativity): to do always as much as we can, in the way we can, in order to leave our community more beautiful than we inherited it
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Celebrating Achievement and Cultural Pride: Teachers will highlight and celebrate the accomplishments of scholars, emphasizing cultural pride and heritage.
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Empowering Student Voices: Teachers will provide opportunities for scholars to express themselves creatively through projects, leadership roles, and community contributions. .
7. Imani (Faith): to believe with all our heart in our people, our parents, our teachers, our leaders and the righteousness and victory of our struggle
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Addressing Racial Bias and Stereotypes: Teachers will confront harmful stereotypes and promote integrity and respect in the learning environment.
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Advocacy for Educational Equity: Teachers will work toward systemic change that addresses disparities in funding, curriculum and policy.
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Ongoing Professional Development: Effective teachers will commit to growth in areas such as anti-racism, trauma informed practices, and cultural competency.
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Effective Communication with Scholars and Families: Teachers will communicate with transparency and care to strengthen collaboration between school and home.
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Conflict Resolution and Negotiation: Teachers will handle sensitive issues with compassion and respect to foster understanding. Teachers will have strong skills in conflict resolution.
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Foster a Sense of Hope: Teachers will foster a hopeful and empowering learning environment by helping students imagine positive futures, affirming their strengths, celebrating growth, and reinforcing the belief that resilience, collective effort, and commitment lead to meaningful change and success.
RESPONSIBILITIES
The essential job functions include, but are not limited to, the following fundamental duties: -
Provide instruction in the core curriculum areas for which employed; make appropriate use of instructional resources and technologies.
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Develop and implement innovative methods for providing instruction to students.
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Support the Minnesota Graduation Standards; implement the goals and objectives of the District and the school and/or program to which assigned.
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Evaluate student performance in accordance with the system used by school and/or District; promote student achievement; maintain required student records; make related reports to the principal as prescribed or authorized by the superintendent.
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Maintain contact and communications with parents of students and work with them in the academic development of the student; participate in parent teacher conferences.
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Perform classroom management duties; enforce rules governing the conduct of students; take appropriate disciplinary action with students when necessary.
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Continue to seek professional growth and development in the curriculum areas for which they are employed; attend professional development required by the District.
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Contribute to the District's SPPS Achieves by partnering with other staff to contribute to student achievement and the alignment and sustainability of resources.
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Perform other related duties as assigned.
PAY, BENEFITS & WORK SCHEDULE
This is a 10-month position working 40 hours per week.
Pay range for this position is: $59,756 - $113,627
Maximum hiring step = step twenty (20)
The full salary schedule is listed in the Teachers contract. Salary information for this job posting can be found at this link and by selecting the "Teachers" Labor agreement.
Benefit information for this position can be found at this link and by selecting the "Teachers - Full Time" link.
Benefits are available to new employees after 30 days of active employment. Benefits include medical insurance, life insurance, sick leave, pension plan, tax-free retirement account, and flexible spending account. Some employee groups also receive vacation, dental insurance and disability insurance.
The posting will be open until filled
OTHER INFORMATION
Transcript - Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States.
Veteran's Preference - If you are an eligible veteran applying for a job where veteran's preference applies and wish to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score.
Criminal Background Investigation and Reference Checks - Reference checks and a criminal background investigation will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.
ESSENTIAL FUNCTIONS
Essential functions are job duties that the individual holding the position must be able to perform unaided or with the assistance of a reasonable accommodation through the Americans with Disability Act (ADA) and the Americans with Disability Amendments Act (ADAAA). The essential functions are typical duties as outlined under Responsibilities.
Regular and reliable attendance.
May be exposed to various cleaning products.
EQUAL EMPLOYMENT OPPORTUNITY
Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.
EQUITY STATEMENT
SPPS is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.
