PUBLIC LAW 107-110-^AN. 8, 2002 115 STAT. 1631 "(ii) in schools in which there exists a shortage of highly qualified teachers; "(B) recruiting and hiring highly qualified teachers to reduce class size, particularly in the early grades; and "(C) establishing programs that— "(i) train and hire regular and special education teachers (which may include hiring special education teachers to team-teach in classrooms that contain both children with disabilities and nondisabled children); "(ii) train and hire highly qualified teachers of special needs children, as well as teaching specialists in core academic subjects who will provide increased individualized instruction to students; "(iii) recruit qualified professionals from other fields, including highly qualified paraprofessionals, and provide such professionals with alternative routes to teacher certification, including developing and implementing hiring policies that ensure comprehensive recruitment efforts as a way to expand the applicant pool, such as through identifying teachers certified through alternative routes, and using a system of intensive screening designed to hire the most qualified applicants; and "(iv) provide increased opportunities for minorities, individuals with disabilities, and other individuals underrepresented in the teaching profession. "(3) Providing professional development activities— "(A) that improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning— "(i) one or more of the core academic subjects that the teachers teach; and "(ii) effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement; and "(B) that improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional practices and that— "(i) involve collaborative groups of teachers and administrators; "(ii) provide training in how to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency; "(iii) provide training in methods of— "(I) improving student behavior in the classroom; and "(II) identifying early and appropriate interventions to help students described in clause (ii) learn; "(iv) provide training to enable teachers and principals to involve parents in their child's education,
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