; (B) facilitating the work of committees and teams; (C) family and community engagement; (D) school discipline and culture; (E) peer observations and coaching; or (F) dual enrollment instruction. (2) Professional development The professional development of teachers in a teacher leader development program carried out with a grant awarded under this section shall include— (A) one year of professional development, training, and support that may— (i) include— (I) the engagement of teachers in rigorous coursework and fieldwork relevant to their role as a teacher leader, including available teacher leader standards; and (II) regular observations and professional support from— (aa) a principal, vice principal, or a designated instructional leader of the school; (bb) a representative from the institution of higher education that is a partner in the eligible entity; (cc) a representative from another entity that is a partner in the eligible entity; and (dd) another member of the teacher leader cohort, if applicable, or a peer teacher; and (ii) result in the awarding of a credential in teacher leadership; and (B) one or 2 additional years of support from a principal, vice principal, or a designated instructional leader of the school, a representative from the institution of higher education that is a partner in the eligible entity, and a representative from another entity that is a partner in the eligible entity. (3) Teacher leader development program plan In carrying out a teacher leader development program under this section, an eligible entity shall develop a plan that shall describe— (A) how the work hours of teacher leaders will be allocated between their classroom responsibilities and responsibilities as a teacher leader, which may include a description of whether the teacher leader will be relieved from teaching duties during their participation in the teacher leader development program; (B) how the partnership will support teacher leaders after the first year of professional development in the program