; (I) how faculty at the partner institution will work, during the term of the grant, with mentor educators in the classrooms and administrators of high-need schools served by the high-need local educational agency in the partnership to— (i) provide high-quality professional development activities to strengthen the content knowledge and teaching skills of elementary school and secondary school teachers and other educators, including multi-tiered systems of support and universal design for learning; (ii) train other classroom teachers, principals or other school leaders, school librarians, and other educators to implement literacy programs that incorporate the components of comprehensive literacy instruction; and (iii) provide evidence-based, high-quality professional development activities to strengthen the instructional and leadership skills of elementary school and secondary school principals or other school leaders and district superintendents, if the partner institution has a principal or school leader preparation program; ; (iii) in subparagraph (J) (as so redesignated), by inserting as applicable before how the partnership ; (iv) in subparagraph (K) (as so redesignated)— (I) by inserting , principals or other school leaders after teachers ; and (II) by striking and at the end; and (v) by inserting after subparagraph (K) (as so resdesignated) the following: (L) how faculty at the partner institution for school leader preparation will work, during the term of the grant, with their— (i) State to use rigorous, research-based leader standards and align program accreditation criteria and principal licensure requirements with those standards; and (ii) high-needs local education agencies that hire their graduates to use rigorous, evidence-based leader standards and align program content and local educational agencies’ evaluation systems with those standards