; and (ii) attain English proficiency; (B) appropriately identifying and meeting the specific learning needs of children with disabilities who are English learners; (C) recognizing and addressing the social and emotional needs of English learners; and (D) promoting parental, family, and community engagement in educational programs that serve English learners; (3) provide work-based learning opportunities for teacher candidates participating in the program; and (4) provide teacher candidates with the required coursework to qualify for an English-as-a-second-language endorsement or initial teaching credential, as recognized by the State of the eligible partnership. (e) Application An eligible partnership seeking a grant under this section shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require. Such application shall include— (1) a self-assessment by the eligible partnership of the existing teacher preparation program at the institution of higher education and the needs related to preparing teacher candidates to instruct English learners in the manner described in subsection (d)(2); and (2) a self-assessment by the eligible partnership of the personnel needs for teachers who instruct English learners at local, public prekindergarten programs, and elementary schools and secondary schools. (f) Evaluations (1) Report from eligible partnerships An eligible partnership receiving a grant under this section shall submit to the Secretary the results of an evaluation conducted by the partnership at the end of the grant period to determine— (A) the effectiveness of teachers who completed a program under subsection (d)(1) with respect to instruction of English learners