State early learning standards for early childhood education programs, as appropriate, and with the relevant domains of early childhood development; and

challenging State academic standards under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6311(b)(1)], established by the State in which the partnership is located;

provide high-quality professional development activities to strengthen the content knowledge and teaching skills of elementary school and secondary school teachers; and

train other classroom teachers to implement literacy programs that incorporate the essential components of reading instruction;

new or prospective teachers to meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act [20 U.S.C. 1412(a)(14)(C)] (including teachers in rural school districts, special educators, and teachers of students who are limited English proficient);

such teachers and, as applicable, early childhood educators, to understand empirically-based practice and scientifically valid research related to teaching and learning and the applicability of such practice and research, including through the effective use of technology, instructional techniques, and strategies consistent with the principles of universal design for learning, and through positive behavioral interventions and support strategies to improve student achievement; and

as applicable, early childhood educators to be highly competent; and

promoting strong teaching skills and, as applicable, techniques for early childhood educators to improve children’s cognitive, social, emotional, and physical development.

implementing teacher preparation program curriculum changes that improve, evaluate, and assess how well all prospective and new teachers develop teaching skills;

understand and can implement research-based teaching practices in classroom instruction;

have knowledge of student learning methods;

possess skills to analyze student academic achievement data and other measures of student learning, and use such data and measures to improve classroom instruction;

meet the specific learning needs of all students, including students with disabilities, students who are limited English proficient, students who are gifted and talented, students with low literacy levels and, as applicable, children in early childhood education programs; and

differentiate instruction for such students;

can effectively participate as a member of the individualized education program team, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act [20 U.S.C. 1414(d)(1)(B)]; and

can successfully employ effective strategies for reading instruction using the essential components of reading instruction;

ensuring collaboration with departments, programs, 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 meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act [20 U.S.C. 1412(a)(14)(C)], which may include training in multiple subjects to teach multiple grade levels as may be needed for individuals preparing to teach in rural communities and for individuals preparing to teach students with disabilities;

developing and implementing an induction program;

developing admissions goals and priorities aligned with the hiring objectives of the high-need local educational agency in the eligible partnership; and

implementing program and curriculum changes, as applicable, to ensure that prospective teachers have the requisite content knowledge, preparation, and degree to teach Advanced Placement or International Baccalaureate courses successfully.

clinical learning in classrooms in high-need schools served by the high-need local educational agency in the eligible partnership, and identified by the eligible partnership; and

closely supervised interaction between prospective teachers and faculty, experienced teachers, principals, other administrators, and school leaders at early childhood education programs (as applicable), elementary schools, or secondary schools, and providing support for such interaction.

with respect to a prospective teacher or a mentor, release time for such individual’s participation;

with respect to a faculty member, receiving course workload credit and compensation for time teaching in the eligible partnership’s activities; and

with respect to a mentor, a stipend, which may include bonus, differential, incentive, or performance pay, based on the mentor’s extra skills and responsibilities.

effective preservice preparation as described in paragraph (2);

teacher mentoring;

support required through the induction program as the teaching residents enter the classroom as new teachers; and

the preparation described in subparagraphs (A), (B), and (C) of subsection (d)(2).

The integration of pedagogy, classroom practice, and teacher mentoring.

Engagement of teaching residents in rigorous graduate-level course work leading to a master’s degree while undertaking a guided teaching apprenticeship.

whose teaching shall complement the residency program so that classroom clinical practice is tightly aligned with coursework;

who shall have extra responsibilities as a teacher leader of the teaching residency program, as a mentor for residents, and as a teacher coach during the induction program for new teachers, and for establishing, within the program, a learning community in which all individuals are expected to continually improve their capacity to advance student learning; and

who may be relieved from teaching duties as a result of such additional responsibilities.

Planning and preparation, including demonstrated knowledge of content, pedagogy, and assessment, including the use of formative and diagnostic assessments to improve student learning.

Appropriate instruction that engages students with different learning styles.

Collaboration with colleagues to improve instruction.

Analysis of gains in student learning, based on multiple measures that are valid and reliable and that, when feasible, may include valid, reliable, and objective measures of the influence of teachers on the rate of student academic progress.

In the case of mentor candidates who will be mentoring new or prospective literacy and mathematics coaches or instructors, appropriate skills in the essential components of reading instruction, teacher training in literacy instructional strategies across core subject areas, and teacher training in mathematics instructional strategies, as appropriate.

Grouping of teaching residents in cohorts to facilitate professional collaboration among such residents.

that are aligned with the hiring objectives of the local educational agency partnering with the program, as well as the instructional initiatives and curriculum of such agency, in exchange for a commitment by such agency to hire qualified graduates from the teaching residency program; and

which may include consideration of applicants who reflect the communities in which they will teach as well as consideration of individuals from underrepresented populations in the teaching profession.

Support for residents, once the teaching residents are hired as teachers of record, through an induction program, professional development, and networking opportunities to support the residents through not less than the residents’ first two years of teaching.

be a recent graduate of a four-year institution of higher education or a mid-career professional from outside the field of education possessing strong content knowledge or a record of professional accomplishment; and

submit an application to the teaching residency program.

Strong content knowledge or record of accomplishment in the field or subject area to be taught.

Strong verbal and written communication skills, which may be demonstrated by performance on appropriate tests.

Other attributes linked to effective teaching, which may be determined by interviews or performance assessments, as specified by the eligible partnership.

serve as a full-time teacher for a total of not less than three academic years immediately after successfully completing the teaching residency program;

fulfill the requirement under subclause (I) by teaching in a high-need school served by the high-need local educational agency in the eligible partnership and teach a subject or area that is designated as high need by the partnership;

provide to the eligible partnership a certificate, from the chief administrative officer of the local educational agency in which the resident is employed, of the employment required in subclauses (I) and (II) at the beginning of, and upon completion of, each year or partial year of service;

meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act [20 U.S.C. 1412(a)(14)(C)], when the applicant begins to fulfill the service obligation under this clause; and

comply with the requirements set by the eligible partnership under clause (iv) if the applicant is unable or unwilling to complete the service obligation required by this clause.

create and maintain a data-driven, professional learning community within the leader’s school;

provide a climate conducive to the professional development of teachers, with a focus on improving student academic achievement and the development of effective instructional leadership skills;

understand the teaching and assessment skills needed to support successful classroom instruction and to use data to evaluate teacher instruction and drive teacher and student learning;

manage resources and school time to improve student academic achievement and ensure the school environment is safe;

engage and involve parents, community members, the local educational agency, businesses, and other community leaders, to leverage additional resources to improve student academic achievement; and

understand how students learn and develop in order to increase academic achievement for all students.

effective preservice preparation as described in subparagraph (D);

mentoring; and

if applicable, full State certification or licensure to become a school leader.

clinical learning in high-need schools served by the high-need local educational agency or a local educational agency located in a rural area in the eligible partnership and identified by the eligible partnership; and

closely supervised interaction between prospective school leaders and faculty, new and experienced teachers, and new and experienced school leaders, in such high-need schools.

Integrate pedagogy and practice and promote effective leadership skills, meeting the unique needs of urban, rural, or geographically isolated communities, as applicable.

Provide for mentoring of new school leaders.

individuals from underrepresented populations;

individuals to serve as superintendents, principals, or other school administrators in rural and geographically isolated communities and school leader shortage areas; and

mid-career professionals from other occupations, former military personnel, and recent college graduates with a record of academic distinction.

recent graduate of an institution of higher education;

mid-career professional from outside the field of education with strong content knowledge or a record of professional accomplishment;

current teacher who is interested in becoming a school leader; or

school leader who is interested in becoming a superintendent; and