This paper examines the newly introduced Induction Framework for teachers in England. The new term of early career teacher (ECT) has replaced the NQT label and the one-year programme has been extended to two, based on the "Early Career Framework." The reasons for the change are to aid recruitment, prevent high numbers leaving the profession early and to provide a better, more structured and statutory framework for new teachers' development in schools. However, this has resulted in considerable change and accompanying stress for school leaders and staff, with a greatly increased workload. Training materials have been provided, including programmes for induction tutors, mentors and for the ECTs, though schools may write their own. Funding has also been provided by government to cover the costs of providing meeting, observation and discussion times. The final decision as to passing of the Teachers' Standards is now in the hands of an external body, who will moderate the training provided and make the final decision on each ECT's induction success or failure. First results show agreement from most of those concerned that the more structured approach to induction and longer time is a plus, but there are grave concerns about the rigidity of the programme and the time management of a fluid situation plus, the added responsibilities for staff. The pressures of COVID infections at the present time being immense. [For the complete Volume 20 proceedings, see ED622631.]