12 2 STA T .3 13 8PUBLIC LA W 11 0– 31 5— AU G .1 4, 2008 al l pros p ectiv e teac h ers a nd, as applica b le, earl y childhood ed u- cators, involved in the pro g ra m.S uch program shall do the f ollo w ing
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‘ (A)I ncorporate year-long opportunities for enrich- ment, including — ‘‘(i) clinical learning in classrooms in high-need schools served by the high-need local educational agency in the eligible partnership, and identified by the eligible partnership
and ‘‘(ii) closely supervised interaction between prospective teachers and faculty, e x perienced teachers, principals, other administrators, and school leaders at early childhood education programs (as applicable), elementary schools, or secondary schools, and providing support for such interaction. ‘‘( B ) Integrate pedagogy and classroom practice and promote effective teaching s k ills in academic content areas. ‘‘( C ) P rovide high- q uality teacher mentoring. ‘‘( D ) Be offered over the course of a program of teacher preparation. ‘‘( E ) Be tightly aligned with course work (and may be developed as a fifth year of a teacher preparation pro- gram). ‘‘( F ) W here feasible, allow prospective teachers to learn to teach in the same local educational agency in which the teachers will work, learning the instructional initiatives and curriculum of that local educational agency. ‘‘( G ) As applicable, provide training and experience to enhance the teaching skills of prospective teachers to better prepare such teachers to meet the unique needs of teaching in rural or urban communities. ‘‘( H ) Provide support and training for individuals participating in an activity for prospective or new teachers described in this paragraph or paragraph ( 1 )or( 3 ), and for individuals who serve as mentors for such teachers, based on each individual ’ s experience. Such support may include— ‘‘(i) with respect to a prospective teacher or a mentor, release time for such individual’s participation; ‘‘(ii) with respect to a faculty member, receiving course workload credit and compensation for time teaching in the eligible partnership’s activities; and ‘‘(iii) with respect to a mentor, a stipend, which may include bonus, differential, incentive, or perform- ance pay, based on the mentor’s extra skills and responsibilities. ‘‘(3) I NDUCTIO N PR O G R AMSF ORN EW TEAC H ERS.—Creating an induction program for new teachers or, in the case of an early childhood education program, providing mentoring or coaching for new early childhood educators. ‘‘( 4 ) SUPPORT AND TRAINING FOR PARTICIPANTS IN EAR LY CHILDHOOD EDUCATION PROGRAMS.—In the case of an eligible partnership focusing on early childhood educator preparation, implementing initiatives that increase compensation for early childhood educators who attain associate or baccalaureate degrees in early childhood education.
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