(a) A collaborative shall negotiate an agreement that meets the requirements of subsection (b) of this section.
(b) A collaborative shall develop and submit to the Department:
(1) A plan that includes:
(i) Identification of the collaborative members, including the roles and responsibilities of each member;
(ii) School–based part–time or full–time positions that allow a teacher candidate to systematically develop teaching skills through experiential learning and ultimately demonstrate teaching competencies;
(iii) Identification of at least one content area in the local school system in which there is a shortage of teachers, as identified by the Department;
(iv) A mentor who is a regularly employed teacher in the local school system assigned for the entirety of the Program to a teacher candidate, consistent with proper supervision, training, and continuity of employment and applicable provisions in collective bargaining agreements;
(v) A systemic program of experiential learning that results in credits from the institution of higher education if credits are required for completion, including credits toward the practicum; and
(vi) The designation of a Program administrator from the local school system to assist teacher candidates, evaluate the effectiveness of the Program, and manage the administration associated with the Program;
(2) An estimate, based on appropriate data, of the number of projected participants to include in the Program; and
(3) Evidence of a written billing agreement with an institution of higher education that includes:
(i) The total cost to the collaborative for the cohort of teacher candidates;
(ii) Prorated tuition cost the collaborative shall pay the institution of higher education if a candidate does not complete the Program; and
(iii) A provision that no teacher candidate shall be required to pay tuition, books, or fees as part of the teacher candidate’s course of study.
(c) A collaborative shall develop and submit to the Department:
(1) An outreach plan to recruit teacher candidates and mentor teachers that:
(i) Prioritizes candidates and mentor teachers with linguistic diversity and from racial and ethnic groups historically underrepresented in the teaching profession; and
(ii) Identifies a sustainability plan to continue recruiting, preparing, and mentoring teacher candidates after completion of the Program; and
(2) Any other materials required by the Department.