; (3) a description of how such program will prepare prospective and new teachers or school leaders to understand and use research and data to modify and improve classroom or schoolwide instruction and student engagement; (4) a description of— (A) how the eligible partnership will coordinate strategies and activities assisted under the grant with other teacher or school leader preparation or professional development programs, including programs funded under the Elementary and Secondary Education Act of 1965 and the Individuals with Disabilities Education Act, and through the National Science Foundation; (B) how the activities of the partnership will be consistent with and support State, local, and other education reform activities that promote teacher and school leader effectiveness and student academic achievement; (C) how the eligible partnership will support the development and assessment of all teaching candidates in effectively teaching subject matter and supporting the academic achievement and nonacademic needs of all students, such as— (i) effectively managing a classroom to create a positive and inclusive classroom environment; (ii) developing interpersonal and intrapersonal skills that contribute to academic success; (iii) designing and conducting ongoing assessments of student learning, which may include the use of formative, performance-based, project-based, or portfolio assessments that measure higher order thinking skills; (iv) learning how to use this information to inform and personalize instruction and differentiate instruction, including working with students with special needs; (v) effectively using and integrating technology in the classroom to support evidence-based instruction; and (vi) where appropriate, the skills necessary to implement advanced coursework programs, such as dual or concurrent enrollment programs, early college high school, Advanced Placement, International Baccalaureate, and talented and gifted