; ; (ii) by striking subparagraph (G) and inserting the following: (G) how the partnership will prepare educators to teach and work with students who are limited English proficient; ; (iii) by striking subparagraph (H) and inserting the following: (H) how faculty at the partner institution will work, during the term of the grant, with mentor educators in the classrooms and administrators of high-need schools served by the high-need local educational agency in the partnership to— (i) provide high-quality professional development activities to strengthen the content knowledge and teaching skills of elementary school and secondary school teachers and other educators, including multi-tiered systems of support and universal design for learning; (ii) train other classroom teachers, principals, school librarians, and other educators to implement literacy programs that incorporate the essential components of reading and writing instruction; and (iii) provide high-quality professional development activities to strengthen the instructional and leadership skills of elementary school and secondary school principals and district superintendents, if the partner institution has a principal preparation program; ; (iv) in subparagraph (I), by striking teaching and inserting educator ; and (v) in subparagraph (K), by striking teachers and inserting educators ; and (F) by striking paragraph (7) and inserting the following: (7) with respect to the induction program required as part of the activities carried out under this section— (A) a description of how the schools and departments within the institution of higher education that are part of the induction program will effectively prepare educators, including providing content expertise and expertise in teaching and leadership, as appropriate; (B) a description of the eligible partnership's capacity to use empirically based practice and scientifically valid research on teaching and learning