; (ii) provide a climate conducive to the professional development of teachers and early childhood educators, with a focus on improving student academic achievement and engagement and the development of effective instructional leadership skills, including coaching, providing constructive feedback and support, and opportunities for teacher leadership; (iii) understand the teaching and assessment skills needed to support successful classroom instruction and to use data to evaluate teacher and early childhood educator instruction and drive teacher, early childhood educator, and student learning, including how to use data and collective inquiry to identify problems and address needs, in collaboration with staff, parents, and community organizations; (iv) manage resources, including staffing, and school time to improve student academic achievement and engagement and ensure the school environment is safe and inclusive; (v) engage and involve parents, community members, the local educational agency, businesses, and other community leaders, to leverage additional resources to improve student academic achievement; (vi) understand how students learn and develop in order to create a positive and inclusive learning environment and increase academic achievement for all students; and (vii) understand how to support a curriculum aligned with the full breadth and depth of the State’s challenging academic standards and lead continuous school improvement efforts. (C) Ensuring that individuals who participate in the school leadership program receive— (i) effective preservice preparation as described in subparagraph (D); (ii) mentoring that provides ongoing and consistent feedback and support; (iii) structured learning and courses carried out in collaboration with a small group of peers, including opportunities to participate in professional learning communities