Teachers and the teaching profession are facing a crisis and a potential renaissance. Efforts to improve teacher wellness are scarce and most of the work being done falls to other overworked professionals in human resources departments or administrators. The goal of this research is to improve teacher wellness and feeling of creative confidence. Particularly after the most intense moments of the COVID-19 pandemic, it became clear that teachers in American schools are in untenable positions as providers of content, social services, triage workers, and confidants to students and families. The research was conducted in an urban/suburban TK-12 independent day school, that is located on four different sites. To determine the current supports available for teacher wellness, and to seek out areas for potential improvement, teachers, support staff, and external collaborators were asked their perspectives and experiences across the campuses. They offered ideas for programs and professional learning needs that could support teacher wellness. They referenced currently offered wellness supports, and their evaluations of those supports, and highlighted some of the most valuable experiences they've had -- many of whom referenced creativity-based efforts and how they supported wellness, and/or learning more about makerspaces. Cycle two included the collaborative envisioning, creation, and implementation of a community of practice that focused on conversational topics of wellness and simultaneous hands-on creative activities in a makerspace located on one of the campuses. Data collected included recordings and transcripts from five workshops that made up the community of practice, with pre- and post-workshop questionnaires, and post-community of practice semi-structured interviews that were also recorded and transcribed. Teachers reported improved levels of wellness and creative confidence. Implications for the organization include the continuation of communities of practice for teacher wellness, more explicit collaboration with diversity and belonging efforts, and additional research to be done that focuses primarily on teacher wellness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]