12 2 STA T .3 13 5PUBLIC LA W 11 0– 315 — AU G .1 4, 200 8‘ ‘ (F)howt h epar t n er s h i pwi l l prepare g eneral e du-c ation teachers to teach students with disa b ilities , including training related to participation as a m ember o f indi v iduali z ed education program teams, as defined in section 614 (d)(1)( B ) of the I ndividuals with D isabilities E ducation A ct
‘‘( G ) how the partnership will prepare general edu- cation and special education teachers to teach students who are limited English proficient; ‘‘( H ) how facult y at the partner institution will wor k , during the term of the grant, with highly q ualified teachers in the classrooms of high-need schools served by the high- need local educational agency in the partnership to — ‘‘(i) provide high-quality professional development activities to strengthen the content knowledge and teaching skills of elementary school and secondary school teachers; and ‘‘(ii) train other classroom teachers to implement literacy programs that incorporate the essential compo- nents of reading instruction; ‘‘(I) how the partnership will design, implement, or enhance a year-long and rigorous teaching preservice clin- ical program component; ‘‘( J ) how the partnership will support in-service profes- sional development strategies and activities; and ‘‘( K ) how the partnership will collect, analyze, and use data on the retention of all teachers and early childhood educators in schools and early childhood education pro- grams located in the geographic area served by the partner- ship to evaluate the effectiveness of the partnership ’ s teacher and educator support system; and ‘‘( 7 ) with respect to the induction program required as part of the activities carried out under this section— ‘‘(A) a demonstration that the schools and departments within the institution of higher education that are part of the induction program will effectively prepare teachers, including providing content e x pertise and expertise in teaching, as appropriate; ‘‘(B) a demonstration of the eligible partnership’s capa- bility and commitment to, and the accessibility to and involvement of faculty in, the use of empirically-based prac- tice and scientifically valid research on teaching and learning; ‘‘( C ) a description of how the teacher preparation pro- gram will design and implement an induction program to support, through not less than the first two years of teaching, all new teachers who are prepared by the teacher preparation program in the partnership and who teach in the high-need local educational agency in the partner- ship, and, to the extent practicable, all new teachers who teach in such high-need local educational agency, in the further development of the new teachers’ teaching skills, including the use of mentors who are trained and com- pensated by such program for the mentors’ work with new teachers; and ‘‘(D) a description of how faculty involved in the induc- tion program will be able to substantially participate in
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