The Early Career Framework – A Guide for Implementation

This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options

The Early Career Framework – A Guide for Mentors and Early Career Teachers

This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options

Early Career Teacher Support - Pilot Report, EEF Evaluation

In order to provide timely feedback in the development of policy and programmes around the rollout of the Early Career Framework (DfE, 2019a), three pilot programmes were developed to investigate the promise, feasibility, and scalability of differing models for developing Early Career Teachers (ECTs), mentors, and induction leads. Two programmes were developed by Ambition Institute and a third by the Chartered College of Teaching. All aimed to provide mentors with the resources to deliver instructional coaching sessions to ECTs, coaching that uses expert teachers to deliver recurring, classroom-practice focused sessions, using observation and targeted feedback to develop practice. • Programme A (Ambition Institute) provided face-to-face training, a coaching guide, weekly online resources, and regular online coaching and support sessions to in-school mentors. School induction leads also received face-to-face training, designed to enable them to support mentors. Mentors used the programme to deliver instructional coaching to ECTs, either weekly or fortnightly. • Programme B (Ambition Institute) provided the same training as Programme A to mentors and school induction leads. In addition, this programme also delivered weekly online content and regular online support sessions directly to ECTs. The programme was also used to enable in-school mentors to deliver weekly or fortnightly instructional coaching sessions to ECTs. • Programme C (Chartered College of Teaching) provided online support to mentors, school induction leads, and ECTs. All received a selection of online modules providing weekly content to mentors and ECTs that were used to facilitate either weekly or fortnightly instructional coaching sessions, delivered by mentors to ECTs. The intention was not to undertake a comparative evaluation of these programmes but instead to evaluate the modes of support and delivery within them. Each programme was delivered to teachers teaching a variety of different year groups and subjects spanning primary and secondary education. Schools opted to receive one of these programmes. At the end of the evaluation there was a total of 98 schools across the pilot programmes: 50 primary schools, 45 secondary schools, and three all-through schools. The pilot evaluation was designed to run from June 2019 to July 2020. However, delivery and evaluation were modified due to the COVID-19 outbreak and this report covers the initial set-up period until February 2020. The pilot aimed to examine the evidence of promise, feasibility, and scalability of the programmes using a mixed methods approach using three waves of survey, 20 school case studies, online engagement data, observation of sessions, and evaluation of materials

The Early Career Framework – A Guide for School Leaders and Induction Leads

This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options

Crater Morphometry and Scaling in Coarse, Rubble-Like Targets: Insights from Impact Experiments

Spacecraft images reveal that the asteroids Itokawa, Ryugu, and Bennu are covered with coarse, boulder-rich material [13]. Impactors that collide with these bodies encounter a target with extreme physical heterogeneity. Other bodies can also possess significant physical heterogeneity (e.g., megaregolith, layering, etc.). Such heterogeneities establish free surfaces and impedance contrasts that can affect shock propagation and attenuation. Therefore, such heterogeneities may also affect crater formation and excavation [4], melt generation [57] and crater scaling [4]. As described by [8,9], the extent to which target heterogeneity affects crater formation likely depends on how the length scale, d, of the heterogeneity (e.g., boulder size on a rubble-pile asteroid) compares to the width of the shock, w, generated by impact. Here we further test this hypothesis using impact experiments across a broad range of impact velocities and target grain sizes to systematically vary the ratio between the width of the shock and the diameter of target grains

The Concept of Sustainable Development and Its Impact on the Shaping of Modern International Relations through Global Agreements

The goal of this article is a depiction of the process of the molding of the concept of sustainable development as well as a look at the influence that this concept has exerted on contemporary international politics, especially taking into account agreements of worldwide scope. This article is also an effort at demonstrating that the foundations of the concept of sustainable development can be traced to certain economic theories. The final section of this article is devoted to the characteristics of individual conferences initiated by the United Nations in order to promote enduring and sustainable development on a world scale. Also presented are the achievements of the individual conferences and their roles in demarcating universally obligatory principles and standards of sustainable development.Celem niniejszego artykułu jest scharakteryzowanie genezy kształtowania się Koncepcji Zrównoważonego Rozwoju, a także wskazanie, jaki wpływ miała ona na ukształtowanie się stosunków międzynarodowych w zakresie ochrony środowiska i rozwiązywania problemów społecznych. Przedmiotem analizy są także teorie ekonomiczne, które stały się fundamentem dla wykrystalizowania się koncepcji zrównoważonego rozwoju. Poniższy artykuł jest także próbą wykazania, iż konferencje organizowane przez ONZ na rzecz trwałego i zrównoważonego rozwoju, stały się siła napędową do rozpowszechnienia tej koncepcji w skali światowej

Laboratory Characterization and Astrophysical Detection of Vibrationally Excited States of Vinyl Cyanide in Orion-KL

New laboratory data of CH$_2$CHCN (vinyl cyanide) in its ground and vibrationally excited states at the microwave to THz domain allow searching for these excited state transitions in the Orion-KL line survey. Frequency-modulated spectrometers combined into a single broadband 50-1900 GHz spectrum provided measurements of CH$_2$CHCN covering a spectral range of 18-1893 GHz, whose assignments was confirmed by Stark modulation spectra in the 18-40 GHz region and by ab-initio anharmonic force field calculations. For analyzing the emission lines of CH$_2$CHCN species detected in Orion-KL we used the excitation and radiative transfer code (MADEX) at LTE conditions. The rotational transitions of the ground state of this molecule emerge from four cloud components of hot core nature which trace the physical and chemical conditions of high mass star forming regions in the Orion-KL Nebula. The total column density of CH$_2$CHCN in the ground state is (3.0$\pm$0.9)x10$^{15}$ cm$^{-2}$. We report on the first interstellar detection of transitions in the v10=1/(v11=1,v15=1) dyad in space, and in the v11=2 and v11=3 states in Orion-KL. The lowest energy vibrationally excited states of vinyl cyanide such as v11=1 (at 328.5 K), v15=1 (at 478.6 K), v11=2 (at 657.8 K), the v10=1/(v11=1,v15=1) dyad (at 806.4/809.9 K), and v11=3 (at 987.9 K) are populated under warm and dense conditions, so they probe the hottest parts of the Orion-KL source. Column density and rotational and vibrational temperatures for CH$_2$CHCN in their ground and excited states, as well as for the isotopologues, have been constrained by means of a sample of more than 1000 lines in this survey. Moreover, we present the detection of methyl isocyanide (CH$_3$NC) for the first time in Orion-KL and a tentative detection of vinyl isocyanide (CH$_2$CHNC) and give column density ratios between the cyanide and isocyanide isomers.Comment: 46 pages, 22 figures, 14 tables, 9 online table

Electrical Properties of Carbon Fiber Support Systems

Carbon fiber support structures have become common elements of detector designs for high energy physics experiments. Carbon fiber has many mechanical advantages but it is also characterized by high conductivity, particularly at high frequency, with associated design issues. This paper discusses the elements required for sound electrical performance of silicon detectors employing carbon fiber support elements. Tests on carbon fiber structures are presented indicating that carbon fiber must be regarded as a conductor for the frequency region of 10 to 100 MHz. The general principles of grounding configurations involving carbon fiber structures will be discussed. To illustrate the design requirements, measurements performed with a silicon detector on a carbon fiber support structure at small radius are presented. A grounding scheme employing copper-kapton mesh circuits is described and shown to provide adequate and robust detector performance.Comment: 20 pages, 11 figures, submitted to NI

An ultra-sensitive pulsed balanced homodyne detector: Application to time-domain quantum measurements

A pulsed balanced homodyne detector has been developed for precise measurements of electric field quadratures of pulsed optical quantum states. A high level of common mode suppression (> 85 dB) and low electronic noise (730 electrons per pulse) provide a signal to noise ratio of 14 dB for the measurement of the quantum noise of individual pulses. Measurements at repetition rates up to 1 MHz are possible. As a test, quantum tomography of the coherent state is performed and the Wigner function and the density matrix are reconstructed with a 99.5% fidelity. The detection system can also be used for ultrasensitive balanced detection in cw mode, e.g. for weak absorption measurements.Comment: 3 pages, submitted to Optics Letter