Abstract:

European education systems are facing a structural demographic challenge related to an ageing teaching workforce and the gradual loss of professional experience due to retirement. This phenomenon affects not only vocational education but the broader education sector, where institutional memory, tacit knowledge and informal competences are often transmitted through experience rather than formal documentation. The departure of experienced teachers results in the loss of organisational know-how and weakens continuity in school development.

This paper presents a structured onboarding model developed and implemented during the 2025–2026 school year within the framework of the European project WIN4SMEs. Although initially designed in response to challenges observed among vocational subject teachers, the model addresses a broader issue relevant to all educational institutions: how to ensure systematic intergenerational knowledge transfer and reduce professional uncertainty among newly employed teachers.

The case study is based in a Polish school characterised by a teaching staff with an average age above fifty and long professional experience, while two to three new teachers join the institution annually. The new onboarding system currently covers ten formal mentoring pairs and introduces a structured approach to mentoring.

The model consists of four main components:
(1) formal assignment of a mentor with dedicated financial compensation,
(2) structured transfer of tacit institutional knowledge,
(3) development of a digital knowledge repository dedicated to school-specific procedures and practices, and
(4) the use of onboarding checklists and scheduled mentoring meetings during the first year of employment, with the most intensive phase in the initial months.

Unlike traditional informal mentoring, this model institutionalises the mentor’s role and links intergenerational cooperation with organisational development. Early observations indicate reduced stress among new teachers, clearer understanding of expectations and improved professional communication.

The presented case demonstrates that structured and compensated mentoring can serve as a transferable model for educational institutions across Europe seeking to address demographic change, knowledge retention and sustainable organisational growth.

The poster presents the detailed structure of the onboarding model, including its phased implementation, mentoring workflow and digital knowledge repository framework. Practical tools such as checklists and mentoring guidelines are outlined to support transferability across educational contexts.

Keywords:

teacher onboarding, structured mentoring, organisational continuity, school leadership innovation.