Founders of potential Afrocentric educational institutions and their leadership teams must be knowledgeable practitioners of an African worldview. An Afrocentric education must be guided by founders as instructional leaders adhering to an African perception of reality. These kinds of founders, their leadership teams, facilitators and parents should function together as a collective unit to manifest the usage of curriculums, policies and procedures that support an environment where the cultural needs of its African American student population are met. Once this is achieved, then alternative education school founders and their institutions may be referred to as Afrocentric.

Alternative education schools and its founders' should utilize an Afrocentric approach to education via the African worldview. It is a correct cultural position for founders and leadership teams that seek cultural responsibility to their African student population. Through the five canons of Afrocentric research; Ukweli, Utulivu, Kujitoa, Ujamaa and Uhaki, the stories of the founders of these schools bring African people into the realm of humanity. African people must reclaim the African light and it is through Afronography, a process of recording and writing the African experience from an Afrocentric viewpoint that an Afrocentric model was produced. The Austin Colter Cultural Leadership Awareness Instructional Model, ACCLAIM, may be used as a reinforcement tool for Afrocentric instructional leaders who seek to guide the reclamation of humanity for African youth, is designed to assist in such an endeavor.

The Austin Colter Cultural Leadership Awareness Instructional Model, ACCLAIM is proposed as a resource for Afrocentric leaders who seek to provide a culturally centered education experience for African American youth. ACCLAIM exists because Afronography showed the need for assistance in the transition towards congruence between the founders' perception of reality and the cultural responsibility of their schools in the provision of Afrocentric education. Surface level exposure only providing minimal cultural development and the deep cultural structure of the African worldview being as deep as the founders' location within, exposed an imbalance between the founders forced dislocation and their efforts to maintain a cultural autonomy reflective of the models that exist within independent Black institutions in America.