; and (B) continuing professional development coursework for such program participants over the course of 3 years to ensure that such teachers— (i) are able to understand and implement research-based teaching practices in classroom instruction; (ii) have knowledge of student learning methods; (iii) are data literate to continuously, effectively, and ethically access, interpret, act on, and communicate multiple types of data from State, local, classroom, and other sources to improve outcomes for students in a manner appropriate to educators’ professional roles and responsibilities; (iv) possess skills to analyze student academic and technical achievement data and other measures of student learning, and use such data and measures to improve classroom instruction; (v) possess the skills to develop, implement, and utilize interim and formative assessments to improve classroom instruction; (vi) possess teaching skills and an understanding of effective instructional strategies across the technical and all applicable academic content areas that enable such teachers to— (I) meet the specific learning needs of all students, including students with disabilities, students who are limited English proficient, students who are gifted and talented, and students with low literacy levels; and (II) differentiate instruction for such students; (vii) possess strategies for incorporating content from noncareer and technical education courses and standards for college and career into career and technical education courses; (viii) are able to effectively participate as a member of an individualized education program team, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act