; and (ii) closely supervised interaction between prospective teachers and assigned faculty, experienced and effective teachers, principals, other administrators, and school leaders at early childhood education programs, elementary schools, or secondary schools, and providing support for such interaction. (B) Integrate pedagogy and classroom practice and promote effective teaching skills in academic content areas. (C) Provide high-quality teacher mentoring. (D) Be offered over the course of a program of teacher preparation. (E) Be tightly aligned with coursework (and may be developed as a fifth year of a teacher preparation program). (F) Where feasible, allow prospective teachers to learn to teach in the same local educational agency in which the teachers will work, learning the instructional initiatives and curriculum of that local educational agency. (G) As applicable, provide preparation and experience to enhance the teaching skills of prospective teachers to better prepare such teachers to meet the unique needs of teaching in rural or urban communities. (H) Provide support and preparation for individuals participating in an activity for prospective or new teachers described in this paragraph or paragraph (1) or (3), and for individuals who serve as mentors for such teachers, based on each individual’s experience. Such support may include— (i) with respect to a prospective teacher or a mentor, release time for such individual’s participation; (ii) with respect to a faculty member, receiving course workload credit and compensation for time teaching in the eligible partnership’s activities