; (VI) possess the skills to meet the academic, social, and emotional needs of students and create inclusive and culturally responsive learning environments; and (VII) can successfully employ effective strategies for comprehensive literacy instruction (as defined in section 2221(b) of the Elementary and Secondary Education Act of 1965); (iii) ensuring collaboration with departments, programs, or units of a partner institution outside of the teacher preparation program in all academic content areas, as appropriate, to ensure that prospective teachers receive training in both teaching and relevant content areas in order to meet the applicable State requirements to becoming fully certified or licensed as described in section 200(b)(2)(A) and become profession-ready, or with regard to special education teachers, meet the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act, which may include training in multiple subjects to teach multiple grade levels as may be needed for individuals preparing to teach in rural communities and for individuals preparing to teach students with disabilities; (iv) developing admissions goals and priorities aligned with the hiring objectives of the high-need local educational agency in the eligible partnership, which may include consideration of applicants who reflect the communities in which they will teach as well as consideration of individuals from underrepresented populations in the teaching profession; (v) implementing program and curriculum changes, as applicable, to ensure that prospective teachers have the requisite content knowledge, preparation, and degree to teach Advanced Placement or International Baccalaureate courses successfully