; (II) closely supervised interaction between prospective school leaders and faculty or program staff, new and experienced teachers, and new and experienced school leaders, in such high-need schools; and (III) substantial school leadership responsibilities where a program participant is responsible for improving the practice and performance of a subset of teachers or an interim school leader, and receives ongoing evaluation and feedback. (ii) Integrate pedagogy and practice and promote effective leadership skills, meeting the unique needs of urban, rural, or geographically isolated communities, as applicable. (iii) Provide for mentoring of new school leaders. (E) Creating a new induction program or align with existing induction programs for new school leaders. (F) Developing and implementing effective mechanisms to ensure that the eligible partnership is able to recruit qualified individuals to become school leaders through the activities of the eligible partnership, which— (i) may include recruitment that is informed by the needs of the geographic area to be served and a rigorous selection process that is based on competencies that are predictive of success as a school leader; and (ii) may include an emphasis on recruiting into school leadership professions— (I) individuals from underrepresented populations; (II) individuals to serve as principals or other school leaders in areas of high need, including rural and geographically isolated communities and school leader shortage areas; (III) mid-career professionals from other occupations; (IV) former military personnel