; and (ii) attain English proficiency; (B) appropriately identifying and meeting the specific learning needs of children with disabilities who are English learners; (C) recognizing and addressing the social and emotional needs of English learners; and (D) promoting parental, family, and community engagement in educational programs that serve English learners; (3) provide work-based learning opportunities for teacher candidates participating in the teacher preparation program; and (4) provide teacher candidates enrolled in the teacher preparation program with the required coursework to qualify for an English as a second language endorsement or initial teaching credential, as recognized by the State served by the eligible partnership. (e) Application (1) In general An eligible partnership seeking a grant under this section shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require. (2) Contents Such application shall include a self-assessment by the eligible partnership of— (A) the existing teacher preparation program at the institution of higher education participating in the eligible partnership, as of the date of application, and the needs related to preparing teacher candidates to instruct English learners in the manner described in subsection (d)(2); and (B) the personnel needs for teachers who instruct English learners at local, public early childhood education programs and at elementary schools and secondary schools. (f) Evaluations (1) Reports from eligible partnerships At the end of the grant period for a grant under this section, an eligible partnership receiving a grant under this section shall submit to the Secretary the results of an evaluation conducted by the partnership to determine— (A) the effectiveness of teachers who completed a program under subsection (d)(1) with respect to the instruction of English learners