; (II) focusing on improving or advancing the vision, goals, and priorities of the eligible entity that employs such teacher using evidence-based and practice-based data; (III) collecting and analyzing data of student social, emotional, and academic outcomes or teacher professional outcomes and taking actions to improve student outcomes, teacher outcomes or professional learning informed by such data; (IV) facilitating collaborative, evidence-based and practice-based, and sustained professional learning with peers, including mentorship and instruction leadership, that lead to improvements in teaching efficacy, professional outcomes or student social, emotional, and academic outcomes; (V) analyzing socioeconomic, cultural, and historical contexts of students, their communities, and the local educational agency, including existing pedagogy, school policies, and school-based outreach to families and the community to create safe, healthy, and inclusive school climates; (VI) implementing and evaluating strategies aimed at addressing areas of demonstrated need in the school at which the teacher is employed, including increasing wraparound services, academic supports, family engagement, and community-based services; (VII) supporting teachers to effectively serve students with disabilities, English learners, and students who are linguistically, racially, and culturally diverse, economically disadvantaged, or historically underrepresented to increase their social, emotional, and academic needs