‘‘(G) how the partnership will design and 
implement an induction program to support all 
new teachers through the first 3 years of teach-
ing that includes mentors who are trained and 
compensated by the partnership for their work 
with new teachers; and 
‘‘(H) how the partnership will collect, ana-
lyze, and use data on the retention of all teach-
ers in schools located in the geographic areas 
served by the partnership to evaluate the effec-
tiveness of its teacher support system; and 
‘‘(4) contain a certification from the high-need 
local educational agency included in the partnership 
that it has reviewed the application and determined 
that the grant proposed will comply with subsection 
(f). 
‘‘(d) REQUIRED USES OF FUNDS.—An eligible part-
nership that receives a grant under this section shall use 
the grant funds to reform teacher preparation require-
ments, to coordinate with State activities under section 
2113(c) of the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6613(c)), and to ensure that current 
and future teachers are highly qualified, by carrying out 
one or more of the following activities:
‘‘(1) REFORMS.—Implementing reforms within 
teacher preparation programs to ensure that such 
programs are preparing teachers who are highly 
qualified, are able to understand scientifically based 
research and its applicability, and are able to use 
advanced technology effectively in the classroom, in-
cluding use for instructional techniques to improve 
student academic achievement, by—
‘‘(A) retraining faculty; and 
‘‘(B) designing (or redesigning) teacher 
preparation programs so they—
‘‘(i) are based on rigorous academic 
content, scientifically based research (in-
cluding scientifically based reading re-
search), and challenging State student aca-
demic content standards; and 
‘‘(ii) promote strong teaching skills. 
‘‘(2) 
CLINICAL
EXPERIENCE
AND
INTER-
ACTION.—Providing 
sustained 
and 
high-quality 
preservice and in-service clinical experience, includ-
ing the mentoring of prospective teachers by exem-
plary teachers, substantially increasing interaction 
between faculty at institutions of higher education 
and new and experienced teachers, principals, and 
other administrators at elementary schools or sec-
ondary schools, and providing support for teachers, 
including preparation time and release time, for such 
interaction. 
‘‘(3) PROFESSIONAL DEVELOPMENT.—Creating 
opportunities for enhanced and ongoing professional 
development that improves the academic content 
knowledge of teachers in the subject areas in which 
the teachers are certified to teach or in which the 
teachers are working toward certification to teach, 
and that promotes strong teaching skills. 
‘‘(4) TEACHER PREPARATION.—Developing, or 
assisting local educational agencies in developing, 
professional development activities that—
‘‘(A) provide training in how to teach and 
address the needs of students with different 
learning styles, particularly students with dis-
abilities, limited English proficient students, 
gifted and talented students, and students with 
special learning needs; and 
‘‘(B) provide training in methods of—
‘‘(i) improving student behavior in the 
classroom; and 
‘‘(ii) identifying early and appropriate 
interventions to help students described in 
subparagraph (A) learn.