; (bb) planning, curriculum development, and assessment; (cc) child and adolescent learning and development; (dd) creating an inclusive and supportive classroom environment; (ee) supports for language development; (ff) supports for serving students with disabilities; and (gg) developing professional responsibilities, including interaction with families and colleagues; (II) teacher mentoring; (III) the opportunity to meet the requirements to earn an initial teaching credential; and (IV) the preparation described in subparagraphs (A), (B), and (C) of subsection (d)(2). (B) The effective teaching residency program may include implementing an induction program as the teaching residents enter the classroom as new teachers, including tuition assistance and a living stipend. (2) Teaching residency programs (A) Establishment and design A teaching residency program under this paragraph shall be a program based upon models of successful teaching residencies that serves as a mechanism to prepare teachers for success in the high-need schools in the eligible partnership, and shall be designed to include the following characteristics of successful programs: (i) The integration of pedagogy, classroom practice, and teacher mentoring. (ii) Engagement of teaching residents in rigorous graduate-level course work to earn a master’s degree while undertaking a guided teaching apprenticeship. (iii) Experience and learning opportunities alongside a well-prepared and experienced mentor teacher— (I) whose teaching shall complement the residency program so that classroom clinical practice is tightly aligned with coursework; (II) who shall have extra responsibilities as a teacher leader of the teaching residency program, as a mentor for residents, and as a teacher coach during the induction program for new teachers, and for establishing, within the program, a learning community in which all individuals are expected to continually improve their capacity to advance student learning