; (ii) assist new teachers and principals with the effective use and integration of technology in instruction; and (iii) demonstrate the content knowledge and pedagogical skills necessary to be effective in advancing student achievement. (G) Interdisciplinary collaboration among exemplary teachers, principals, faculty, researchers, other educators, and other staff who prepare new teachers and principals with respect to the learning process and the assessment of learning. (H) Assistance with the understanding of data, particularly student achievement data, and the application of such data in classroom instruction. (I) Regular, structured observation and evaluation of new teachers by multiple evaluators, using valid and reliable measures of teaching and leadership skills. (J) The development of skills in improving the school culture and climate related to school leadership and the role of the principal, including to— (i) nurture teacher and staff development to strengthen classroom practice; (ii) build and sustain a culture of learning among adults and children; (iii) strengthen communications and relationships with parents, caregivers, and community stakeholders; (iv) facilitate the sharing of knowledge, insight, and best practices in the community served by the school, preschool program, or early childhood education program; and (v) build relationships and communicate effectively with State and local educational agency officials. ; (7) by inserting after paragraph (19), as redesignated by paragraph (2), the following: (20) Profession ready The term profession ready — (A) when used with respect to a principal, means a principal who— (i) has an advanced degree, or other appropriate credential; (ii) has completed a principal preparation process and is fully certified and licensed by the State in which the principal is employed; (iii) has demonstrated instructional leadership, including the ability to collect, analyze, and utilize data on evidence of student learning and evidence of classroom practice