“They trust each other and they cover each other”: An Interview with GYO-Northern’s Program Director, Dr. Sally Blake
By Ines Bellina
February 24, 2026
Dr. Sally Blake, GYO-Northern Program Director
As Illinois works to expand its educator workforce in response to ongoing teacher shortages, Grow Your Own Illinois (GYO-IL) launched a new consortium in the Rockford area in 2025. Led by Northern Illinois University (NIU), and in partnership with NIU College of Education, Rock Valley College (RVC), Rockford Public Schools, Wabongo Leadership Council, and YMCA of Rock River Valley, GYO-Northern developed a program tailored to the needs of Rockford residents: Candidates receive tuition support and mentorship while completing a curriculum grounded in Rockford’s social and economic history, work as paraprofessionals in Rockford School District while earning licensure, and commit to working as teachers in the district’s public schools for five years after graduating.
We talked to Dr. Sally Blake, GYO-Northern’s program director and chair of the Elementary Education Department at NIU, to learn more about how GYO-IL’s innovative approach comes to life at GYO-Northern. Dr. Blake began working with GYO-IL in 2023 before successfully launching GYO-Northern.
Note: answers have been edited for concision and clarity.
What are some of the defining traits of the GYO-Northern cohort?
Our candidates come to us with a wide range of experiences. Some were paraprofessionals, some had associate degrees, and some were just beginning their college journeys. Most of the candidates were born and raised in Rockford, so they possess deep knowledge of the community, its families, and its schools. They’re committed to serving their neighborhoods and reflect a strong desire to give back.
They’re just an amazing group. We have 20 candidates in this cohort, and the average GPA is 3.74.
“What I’m learning is we have to adapt if we’re going to meet the needs of our students.”
What are some of the challenges the candidates face?
One of the challenges in preparing educators for urban schools is addressing misconceptions they may hold about urban communities. That’s why we’re intentional about selecting faculty and staff who recognize and value the strengths, assets, and cultural wealth within the communities our candidates serve. Faculty and staff are expected to respect the candidates' lived experiences.
It was hard at first. Many had never attended university or had difficult experiences in school, so designing a strong support system was very important. We created individual degree program plans so they could complete their courses and start working towards licensure at Rock Valley College before transitioning to NIU.
Our professors mentor candidates about the expectations of universities, but they also mentor the university faculty and staff on how we should be treating the students. We pulled in leaders from the community, such as the Wabongo Leadership Council and the YMCA, to help us think about how we can support prospective teachers. We collaborated with Rockford School District to place candidates as paraeducators so they could receive health insurance and other benefits while taking classes at night.
What I'm learning is we have to adapt if we're going to meet the needs of our students. We share readings in podcasts, recorded lectures, guided study notes, and other multimedia formats so candidates can access course content during commutes or work breaks. Faculty share practical applications of the theory they’re teaching to candidates.
One of our key features is intentional coordination across courses. Faculty members collaborate to develop assignments that reinforce common themes and allow candidates to apply learnings from one course to another. This reduces unnecessary workload and helps candidates develop a deeper understanding of essential concepts. Faculty record sessions, schedule classes in the evening, encourage collaborative problem-solving, and offer individualized support. Regular communication, advising, and feedback is part of their job.
These adjustments remove unnecessary barriers to learning. By making learning more accessible, relevant, and connected across courses, faculty help working adults succeed academically while balancing work, family, and community responsibilities.
What can the candidates expect after graduation?
Graduates have been promised five-year teaching positions in Rockford public schools. Depending on how that goes, they may earn tenure with the district. We hope they will. It's just how we have to start training teachers—teachers have to be specific for communities. They have to understand the population, and they have to become what they're supposed to be: teachers who understand children and help them succeed.
How do you think the candidates supported each other these past couple of years? Did you see unity within their group?
How could I forget their group? They were a true cohort. For example, one time there were a couple of mothers who had to bring their children to the Rockford site. Another mother said, “I’ll have my son come and babysit them, don’t you worry about that.”
They study together. They support each other. They are bonded. I think that's one of the key reasons for their success. They trust each other and they cover each other.
