Black Men Teach

aka Black Men Teach Twin Cities   |   Hopkins, MN   |  https://blackmenteachtc.org

Mission

BMT’s mission is to recruit, prepare, place and retain Black male teachers in elementary schools because our children’s schooling experience will never be complete without them.

Ruling year info

2019

Board Chair

Rhoda Mhiripiri-Reed

Main address

1001 Highway 7 Suite 170L

Hopkins, MN 55305 USA

Show more contact info

EIN

83-1629682

NTEE code info

Higher Education Institutions (B40)

Alliance/Advocacy Organizations (J01)

IRS filing requirement

This organization is required to file an IRS Form 990-N.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Minnesota is one of the best places in the country to get a public school education. Unless you are Black. Days after George Floyd's death, Governor Waltz Tweeted: Minnesota consistently ranks highly for our public schools, innovation and opportunity, and happiness - if you’re white. If you’re not, the opposite is true. Systemic racism must be addressed if we are to secure justice, peace, and order for all Minnesotans. (May 31, 2020) Studies show white teachers are twice as likely to have low-expectations for classes of predominantly Black/brown students, when compared to teachers of color. This is a problem, because 90% of Minnesota teachers are white, and 70% of Twin Cities public school children are students of color. Minnesota ranks last (50th) in disparities between Black and white student graduation rates. It also ranks among the worst in the gap between Black (and other students of color) and white students - in key markers for long-term success like reading and math (Minnesota Compass). This is a significant social and economic justice problem, and workforce development problem. These children represent our future, and we can do a better job preparing them to enter college and the workforce. Minnesota’s disparities in education are a significant factor contributing to the opportunity gaps that exist, and exacerbate the insidious status quo in other disparities in health, housing and income for all BIPOC communities. Education system changes are critical to begin solving many of these injustices. Black Men Teach has a solution. It is simple: we are providing leadership to facilitate multiple stakeholders in the educational system to strengthen pathways for Black men to become elementary school teachers.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Black Men Teach

Black Men Teach (BMT) will reduce the student opportunity gap by closing the “teaching gap” in the Twin Cities. BMT addresses the lack of teachers of color, and specifically, the near absence of Black men in elementary classrooms, by working with key partners from all aspects of the teacher development pipeline to create a robust pipeline of Back male elementary school teachers. The presence of Black male teachers in elementary schools has a significant positive impact on children of color, especially young Black males, by providing teachers in whom they see a reflection of themselves. By having a Black man as a teacher in elementary school, all students benefit. Black Men Teach creates the environment and conditions for Black male teachers to flourish.

Population(s) Served
Children and youth

Where we work

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

The goal of Black Men Teach is to improve outcomes for children of color, with a special focus on Black male elementary students. Through partnerships with multiple stakeholders in the teacher development process, we recruit, place, and help retain Black male teachers in eight low-income Twin Cities public elementary schools over the next six years, so that 20% of the teaching staff in those schools are Black men. At capacity, we will place 30 Black male teachers annually and support 100 Black males in the teacher pipeline within 10 years. With approximately 25 students in a classroom, these Black male teachers will influence over 2,500 Twin Cities children annually.

Black Men Teach (BMT) provides structure and processes that bring together efforts of numerous key partners who are committed to educational equity and reform to build a stronger, more diverse teaching workforce.

RECRUIT
- Recruit Black men (BMT Fellows) at the high school, college, and mid-career levels to become teachers
- Create cohorts and offer a network of support and mentoring to all Fellows in our pipeline

PREPARE
- Place Fellows in partner nonprofit and community organizations working in youth development, to build valuable experience working with youth
- Mentor Fellows through individual pathways with teacher preparation partners

SUPPORT
- Provide stipends during unpaid student teaching (typically 12-16 weeks, and a requirement for becoming a licensed teacher
- Provide scholarships--using Page Scholars and Wallin Education Partners--with additional one-on-one mentoring and support throughout the candidates education;

PLACE
- Guide new Fellows to K-5 partner schools with an induction process and a culture to designed to support their success
- Offer ongoing training, mentorship, and support
- Support organizational partners with onboarding process

RETAIN
- Help partner schools change adult culture in order to better retain teachers of color
- Offer networking opportunities and ongoing mentoring for Fellows during their first two years of teaching
- Provide student loan repayment assistance that incentivizes retention working in elementary school settings over a five year period.

Recruiting and retaining black male educators, indeed all BIPOC teachers, has been a challenge for our community, as is reflected by their limited numbers and attrition in the field. And although the reasons for this are well known within the education community, success has been elusive due to the many stakeholders in the teacher development pipeline, each working within their own specialty, with no one else working on a comprehensive approach. Black Men Teach is providing leadership to overcome this issue.

BMT brings together all stakeholders – colleges and universities, alternative teacher preparation programs, policy makers, community-based organizations, K-12 school systems, and corporate and foundation leaders – to work together in a seamless fashion. BMT provides leadership and coordination of these efforts. Through its partnerships, BMT addresses issues that have proven problematic for BIPOC candidates, including lack of recruitment, inadequate teacher training, poor induction, unwelcoming school culture, low entry-level compensation and lack of meaningful career paths. Addressing one or a few of the challenges, while leaving others unaddressed, will not lead to success. BMT has assembled and will continue to lead a committed group of partners, creating a paradigm shift that will lead to transformation in the teacher development process.

Our board, providing strategic guidance, is composed of one current and two former metropolitan area school district superintendents, a university president, a former legislator and others with significant expertise in how our education system works and what must be done to increase the number of teachers of color. While diverse, this board is majority Black. Having Black leadership for this effort, and Black community engagement, both core values for BMT, is critical to our success.

Black Men Teach was incorporated June 2018. Since then we have built our board of education and youth development leaders, policy advocates and business leaders. This diverse board is majority Black. Our founding member has secured partnerships with 6 of the 8 elementary schools we will work with, two traditional and two non-traditional teacher training programs and a number of community-based organizations that will assist with recruiting and training. We hired a program manager in summer of 2019 and recruited our first cohort of "Fellows," Black men in the process of becoming teachers. We were also able to place one candidate at the end of his training in a partner school. We are presently (fall 2020) in the process of hiring our executive director.

Our recruitment efforts will increase this year through the offering of concurrent enrollment classes "Introduction to Education," to juniors and seniors in area high schools. BMT will assist in recruiting Black men to take this class, exposing them to the idea of teaching, and we will recruit Black teachers to lead the class. We have also begun on-campus outreach to non-teaching majors, encouraging them to consider teaching as a career and a way to make a positive impact on their community and next generation of students.

We have secured partnerships with two scholarship programs, ensuring all Fellows will receive partial scholarships to support their education.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    Black men interested in becoming educators, school districts and charter organizations interested in hiring such teachers, and teacher training programs - traditional and non-traditional.

  • How is your organization collecting feedback from the people you serve?

  • How is your organization using feedback from the people you serve?

  • With whom is the organization sharing feedback?

  • Which of the following feedback practices does your organization routinely carry out?

  • What challenges does the organization face when collecting feedback?

Financials

Black Men Teach
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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Connect with nonprofit leaders

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Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Black Men Teach

Board of directors
as of 9/2/2021
SOURCE: Self-reported by organization
Board chair

Dr. Rhoda Mhiripiri-Reed

Hopkins Public Schools

Term: 2019 - 2021

Terri Bonoff

Jewish Family & Career Services

Josh Crosson

EdAllies

Paul Gunderson

Coca-Cola Enterprises, retired

Peter Hutchinson

Accenture and Minneapolis Public Schools, retired

Michael Goar

Big Brothers Big Sisters Twin Cities

Anthony Lando

US Trust/Bank of America

Darrell Thompson

Bolder Options

Rhoda Mhiripiri-Reed

Hopkins Public Schools

Ginny Arthur

Metropolitan State University

Mark Irvin

Best Buy

Jesse Morton

North Hennepin Community College

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 08/26/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
Black/African American/African
Gender identity
Female
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

No data