; (G) how the partnership will prepare general education and special education teachers to teach students who are English learners, including how to ensure that students who are English learners receive the services needed to meet the challenging State academic standards; (H) how faculty at the partner institution will work, during the term of the grant, with effective teachers in the classrooms of high-need schools served by the high-need local educational agency in the partnership to— (i) provide high-quality, evidence-based professional development activities to strengthen the content knowledge and teaching skills of elementary school and secondary school teachers; and (ii) develop other classroom teachers, and other educators as appropriate, to implement the elements of comprehensive literacy instruction; (I) how the partnership will design, implement, or enhance a year-long and rigorous teaching preservice residency or clinical program component; (J) how the partnership will support in-service professional development strategies and activities; and (K) how the partnership will collect, analyze, and use data on the retention of all teachers, school leaders, and early childhood educators, including where available, data on working conditions and school climate, in schools and early childhood education programs located in the geographic area served by the partnership 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 expertise and expertise in teaching, including in creating inclusive and culturally responsive learning environments, as appropriate