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Community Review Committee urges systemic steps to support educator well-being in Wilmette SD 39
Summary
The Community Review Committee presented a year-long report recommending systemic, organizational and individual measures to improve educator well-being, citing nearly 300 staff survey responses and urging protections for planning time, a coaching model for mentorship and workload audits.
The Community Review Committee (CRC) presented its report “Supporting Educator Well-being” to the Wilmette SD 39 Board of Education on May 18, calling for systemic changes to sustain teacher and staff health and retention. CRC president Amy Peters read the committee’s working definition of well-being: “for the purposes of our studies, the CRC defined well-being as a sustainable state created by a school ecosystem that provides the autonomy, social support, and structural resources necessary for educators to foster student growth without compromising their own physical or mental health.”
The report drew on peer-reviewed literature and district survey data; CRC members said almost 300 District 39 staff responded to a short, five-question survey. More than half of respondents identified daily planning time as crucial to their well-being, and the CRC said other priorities included open communication with administrators and a culture of recognition. The committee recommended tiered actions: systemic steps (protect planning time, maintain small school/class sizes, evolve short-term mentorships into longer-term coaching relationships and personalize professional learning), organizational practices (institutionalized professional learning communities, peer observation, and teacher agency in decision-making) and individual supports (peer recognition programs and a menu of wellness options such as mindfulness offerings).
During questions, board members asked whether a coaching model would primarily benefit newer teachers. CRC members said the recommendation is grounded in research showing long-term coaching and ongoing partnerships—rather than one- or two-year mentorships—produce stronger outcomes and greater retention. “The idea is not a one-year or two-year mentorship but really fostering a long-term relationship where the mentor turns more into a partner and coach,” a CRC presenter said.
CRC members also urged concrete accountability measures: establishing a diverse wellness steering committee, integrating staff well-being metrics into the district’s strategic planning, implementing feedback loops, and conducting systematic workload audits to identify and reduce administrative burdens. The committee recommended reviewing personal-time and sick-day practices to add reasonable flexibility while limiting instructional disruption.
Board members praised the depth of the CRC’s work and said the report’s recommendations will inform the district’s ongoing strategic planning. Dr. Kremcoli told the board the district is on target to present a draft strategic plan for review at the June committee-of-the-whole, where CRC recommendations can be considered for integration into implementation planning. The board did not take action on the report at the meeting but signaled interest in identifying pilot steps and reviewing logistical details before formal adoption.
Next steps: the district will consider the CRC recommendations as part of the June strategic-planning review and return with possible implementation steps and timelines.
