Justin Eagar almost said no. A construction teacher who would end up leading one of the three builder villages, he worried about spending five nights on site with teenagers, and about whether the organization would be there to keep everyone safe. “And that was run so smoothly that I didn’t have to worry about it,” he said a month later. “When it was my time to cut out and go rest, I could go and do that.”
Who they are. CTE teachers who bring their own students. In 2026 about a dozen construction educators each led a pod of about six builders on one unit, grouped into three builder villages under a lead educator. Unit assignments mixed 8x8 sheds, 8x12 sheds and 8x12 shelters. Roofs were standing-seam metal; siding was lap or metal panel; shelters got electrical, insulation and a finished plywood interior, while sheds stayed open. Assignments stayed flexible as teams talked before camp and during the week. Culinary, communications and safety each had one or two lead educators, chosen for their professional backgrounds: a former Disney food-service professional, a high school film teacher, a paramedic-firefighter and a nurse.
How the camp recruited them. Through the existing Team Oregon Build network first. A teacher interest form went out in early spring; by mid-April 15 of 20 educator spots were on hold, and the planning team was calling each educator to confirm. Two live information sessions that week presented the training goals, the paid opportunity and the overnight commitment. The camp then opened remaining spots to schools new to the network. The communications village came together late: its lead joined after another school’s plans fell through.
What the camp offered them:
A $3,000 stipend for the week, plus light preparation and wrap-up at their school
Professional development hours for licensure (see “Professional learning for educators”)
A week alongside agencies, industry and other educators
A hand in shaping the next version of the camp and of Team Oregon Build’s blueprints
What the camp asked of them. Recruit their own students; lead the build or village operations; weave the employability skill of the day into the work; reinforce the stress-management tools the counselors taught; and help design professional-learning conversations for the adults.
How the sponsor employed them. The education sponsor hired every educator and counselor as temporary licensed staff. That covered background clearance, required training videos and payment. It also set a firm hiring deadline ten days before camp. Educators had eight hours of no-contact time each night, 10 p.m. to 6 a.m., while awake, cleared agency staff patrolled.
What they brought. Many educators brought their own program’s equipment: track saws, hole saws, a tool trailer parked beside the build site, and a full first-aid and simulation kit for the safety village, loaned with a CTE director’s permission. One construction lead coordinated tools and gear across villages. Generators, table saws and spare hand tools were on site. A week before camp, the construction workbooks circulated install guides for the metal roofing with a list of recommended tools: long-shaft hex and square bits, clutch screw guns, left, right and straight snips, a shear or nibbler, a turn-up tool, and gloves, because metal edges are very sharp.
Why educators say it is worth it. Eagar calls the camp “a program builder”: students who spend a hard week with their teacher come back in the fall with a bond and a skill level that lifts the whole class. David Ford, who brought ten students from Phoenix High School, said the five days “were probably the most meaningful days” of his career in education. His students came home wanting to start a Ready2Respond club.