Administrators presented two years of exit-survey data for employees who left the district. The summary showed that about one-third of respondents said they were leaving the education profession entirely; the most-cited drivers included job-specific stressors and perceptions of leadership or lack of support.

The district combined two years of exit responses to increase sample size. Administrators noted some responses reflect employees who were asked to leave and cautioned not to overinterpret small-sample findings, but they said the survey offers actionable themes: workload and workplace stress, leadership and supervisor relationships, opportunities for planning/collaboration and time pressures.

District leaders reported one positive signal: teacher turnover was low for the coming year — just 23 new teachers hired this year, the fewest in about a decade, which administrators said indicates improved retention in recent cycles. Still, the exit survey findings will inform district efforts on leadership development, professional time for planning and job supports.

Board members discussed how the district uses exit comments to guide professional development and principal coaching. Administrators said HR and school leaders will review the narrative comments and consider follow-up measures to reduce stress and improve supervisor support. No board action was taken; this was informational.