12 2 STA T .3 13 7PUBLIC LA W 11 0– 31 5— AU G .1 4, 200 8andle a r n i n gsoth at all p rospe c ti v e teachers and , as applica b le, earl y childhood ed u cators —‘ ‘ (I) understand and can i m plement research - based teaching practices in classroom instruction
‘‘(II) have k no w ledge o f student learning methods; ‘‘(III) possess skills to analy z e student aca- demic achievement data and other measures of student learning, and use such data and measures to improve classroom instruction; ‘‘(I V ) possess teaching skills and an under- standing of effective instructional strategies across all applicable content areas that enable general education and special education teachers and early childhood educators to— ‘‘(aa) meet the specific learning needs of all students, including students with disabil- ities, students who are limited E nglish pro- ficient, students who are gifted and talented, students with low literacy levels and, as applicable, children in early childhood edu- cation programs; and ‘‘(bb) differentiate instruction for such stu- dents; ‘‘(V) can effectively participate as a member of the individualized education program team, as defined in section 614 (d)(1)( B ) of the Individuals with D isabilities Education A ct; and ‘‘(VI) can successfully employ effective strate- gies for reading instruction using the essential components of reading instruction; ‘‘(iii) ensuring collaboration with departments, pro- grams, or units of a partner institution outside of the teacher preparation program in all academic content areas to ensure that prospective teachers receive training in both teaching and relevant content areas in order to become highly q ualified, which may include training in multiple sub j ects to teach multiple grade levels as may be needed for individuals preparing to teach in rural communities and for individuals pre- paring to teach students with disabilities as described in section 6 02 (10)(D) of the Individuals with Disabil- ities Education Act; ‘‘(iv) developing and implementing an induction program; ‘‘(v) developing admissions goals and priorities aligned with the hiring objectives of the high-need local educational agency in the eligible partnership; and ‘‘(vi) implementing program and curriculum changes, as applicable, to ensure that prospective teachers have the requisite content knowledge, preparation, and degree to teach Advanced P lacement or International Baccalaureate courses successfully . ‘‘(2) CLIN I CA L EXP E R IENCE AN D IN T ERACTI O N.—Developing and improving a sustained and high-quality preservice clinical education program to further develop the teaching skills of
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