Partnering to Lead and Empower District-Grown Educators (PLEDGE): A Program to Meet Student and Community Needs

• In Event: Diversity, Critical Pedagogies, and Social Justice Education

Abstract

The PLEDGE (Partnering to Lead and Empower District-Grown Educators) model offers a unique programming approach to recruiting and retaining diverse teacher candidates. The model supports the cultural capital that diverse teacher candidates bring to the learning experience. PLEDGE looked at ideas of respect and relationships built between and among two institutions, candidates, and community. In this study, seven themes were identified: 1). Cohorts; 2). Support Systems; 3). Community; 4). Students; 5). Diversity; 6). Faculty/Student Relationships; and 7). Community Space. Exemplar findings revealed that integrative planning and shared wrap-around support resources between both institutions afforded consistent and continuous guidance as candidates progressed in their program of study. Community was identified as an important component of the vitality of the PLEDGE program. Lastly, moving teaching and learning experiences to the candidates’ physical community spaces reinforced the idea of developing a program to fit students and their various curricular and co-curricular needs.

Authors

• Sally Blake, Northern Illinois University

• Sean Jensen, Elgin Community College

• Jennifer Johnson, Northern Illinois University

• Laurie Elish-Piper, Northern Illinois University

• David A. Walker, Northern Illinois University