Pictured: Photo of Central High School with inset of Waight, whose contract hasn't been renewed (Photo of Waight from CSD 13J YouTube video)
School board struggled to reach decision on non-renewal appeal
By Anne Scheck
Trammart News Service, April 4, 2025
A school district meeting to re-examine a decision not to renew the contract of Central High’s popular assistant principal, Laura Waight, divided the school board in a split vote – with board member Jann Jobe calling the evidence presented a “collection of mish-mash data.”
After two tie votes, Board Member Donn Wahl – who had refrained from voting – cast his vote to uphold the non-renewal, bringing the final count to 4-3.
“The non-renewal remains in effect,” said Board Chair Byron Shinkle.
The hearing began with testimony from Superintendent Jennifer Kubista, who said Waight engaged in “ongoing negative talk” about decisions and directions made at the high school, in violation of certain Oregon Administrative Rules. Such behavior constitutes insubordination, Kubista said.
The superintendent singled out alleged “behind his back” criticism of former CHS Principal Dale Pedersen by Waight. (Greg English recently stepped into Pedersen’s role for what is anticipated to be the remainder of the school year.)
Waight, in her rebuttal, countered that the hearing was the first time she was allowed to respond to the assertions – accusations that she said she received only on March 21. They alleged she worked counter to standards of professional practice. However, there were no specific dates or other information. “The district implies that I stalk around Central High School angry and ranting,” talking about other administrators, she said. But “there was no opportunity to check their claims,” Waight said.
Waight, who was in her three-year probationary period as an administrator after leaving the teaching faculty, had been evaluated at several points after she became a new assistant principal at CHS, another administrator explained, after being asked by Trammart News how such evaluations are conducted.
Waight was repeatedly found "proficient" in her new role, according to material presented at the hearing, although Board Member Steve Moser pointed out that Waight was rated "basic" in a couple of the categories.
The positive record, up until most recently, prompted Board Member Jobe to describe the sudden findings as a "kaboom" that was difficult to understand. “The hard data just isn’t there for me," Jobe also said.
The decision to uphold the non-renewal capped a two-and-a-half-hour-long midday meeting at Hawk Hall in the Henry Hill building with a full audience in attendance. Some attendees had to watch the proceedings elsewhere, due to being turned away after every seat was filled.
One of those was Amy Lemco, who has two children enrolled in CSD 13J and is an active school volunteer. Lemco characterized it as “deeply disturbing that, for some board members, the deciding factor was ‘deferring’ to leadership.”
Lemco observed that, just as Jobe said, it was “not that the evidence was undeniable and compelling.” In fact, “there was a resounding, articulate consensus from the community, calling for Ms. Waight’s non-renewal to be overturned,” Lemco stated.
At the hearing, the audience erupted in favorable applause for Waight at several points, and at one juncture, rose to give her a standing ovation. Jobe called out for the participants to cease.
Such a hearing – and vote – exists to balance leadership with the will of the people, Lemco asserted. Jobe cited her time serving as principal of CHS as a period that demonstrated how important mentorship was to the development of good administrative growth.
Waight, who had been a teacher at CHS, probably needed that – but there were “itinerant principals” at the high school, with the most recent one being unrecognizable to Jobe, she said. “I wouldn’t know the current principal if I ran into him,” Jobe said.
“We are not giving an opportunity right now to continue stability in that school,” she added, noting that there has been a revolving door of administrators there.
No board members directly opposed the views shared by Jobe, but the question of how to vote seemed to hinge on what to believe. However, Wahl pointed out that in any hearing, both sides present their best case. “And I can say with a great deal of conviction, I don’t believe either one of them,” he said. “I think there is a middle ground, probably some place where the truth exists,” Wahl said.
Wahl said he was waging an internal struggle with determining the best way forward.
Board Chair Shinkle stressed that insubordination undermines both supervisors and the processes put in place.
The votes initially seemed divided between those members with public-education experience – Jobe, Peggy Clyne and Melanie Landon-Hays – and those whose work history is in other professions: Shinkle, Moser and Susan Graham.
To some families, the outcome was one more reason to become concerned and involved in the local schools. Some have labeled 16th Street – the thoroughfare to Talmadge Middle School, Ash Creek Elementary and CHS – “school crisis lane” for administrative shuffling and principal losses in recent years. (See “Leaving Ash Creek” by Jessie Padilla in an accompanying article of this April 4 issue.)
A grievance hearing related to the matter is likely to be held soon, but it’s expected to be conducted in executive session. Waight and her attorney, Nathan Rietmann, were asked by Trammart News if they had considered further litigation. Neither answered in the affirmative, but Rietmann indicated a lawsuit hasn’t been ruled out. (Note: the entire hearing is viewable at the CS 13J website at the School Board page “Watch Board Meetings Live” YouTube link.) ▪
School board struggled to reach decision on non-renewal appeal
By Anne Scheck
Trammart News Service, April 4, 2025
A school district meeting to re-examine a decision not to renew the contract of Central High’s popular assistant principal, Laura Waight, divided the school board in a split vote – with board member Jann Jobe calling the evidence presented a “collection of mish-mash data.”
After two tie votes, Board Member Donn Wahl – who had refrained from voting – cast his vote to uphold the non-renewal, bringing the final count to 4-3.
“The non-renewal remains in effect,” said Board Chair Byron Shinkle.
The hearing began with testimony from Superintendent Jennifer Kubista, who said Waight engaged in “ongoing negative talk” about decisions and directions made at the high school, in violation of certain Oregon Administrative Rules. Such behavior constitutes insubordination, Kubista said.
The superintendent singled out alleged “behind his back” criticism of former CHS Principal Dale Pedersen by Waight. (Greg English recently stepped into Pedersen’s role for what is anticipated to be the remainder of the school year.)
Waight, in her rebuttal, countered that the hearing was the first time she was allowed to respond to the assertions – accusations that she said she received only on March 21. They alleged she worked counter to standards of professional practice. However, there were no specific dates or other information. “The district implies that I stalk around Central High School angry and ranting,” talking about other administrators, she said. But “there was no opportunity to check their claims,” Waight said.
Waight, who was in her three-year probationary period as an administrator after leaving the teaching faculty, had been evaluated at several points after she became a new assistant principal at CHS, another administrator explained, after being asked by Trammart News how such evaluations are conducted.
Waight was repeatedly found "proficient" in her new role, according to material presented at the hearing, although Board Member Steve Moser pointed out that Waight was rated "basic" in a couple of the categories.
The positive record, up until most recently, prompted Board Member Jobe to describe the sudden findings as a "kaboom" that was difficult to understand. “The hard data just isn’t there for me," Jobe also said.
The decision to uphold the non-renewal capped a two-and-a-half-hour-long midday meeting at Hawk Hall in the Henry Hill building with a full audience in attendance. Some attendees had to watch the proceedings elsewhere, due to being turned away after every seat was filled.
One of those was Amy Lemco, who has two children enrolled in CSD 13J and is an active school volunteer. Lemco characterized it as “deeply disturbing that, for some board members, the deciding factor was ‘deferring’ to leadership.”
Lemco observed that, just as Jobe said, it was “not that the evidence was undeniable and compelling.” In fact, “there was a resounding, articulate consensus from the community, calling for Ms. Waight’s non-renewal to be overturned,” Lemco stated.
At the hearing, the audience erupted in favorable applause for Waight at several points, and at one juncture, rose to give her a standing ovation. Jobe called out for the participants to cease.
Such a hearing – and vote – exists to balance leadership with the will of the people, Lemco asserted. Jobe cited her time serving as principal of CHS as a period that demonstrated how important mentorship was to the development of good administrative growth.
Waight, who had been a teacher at CHS, probably needed that – but there were “itinerant principals” at the high school, with the most recent one being unrecognizable to Jobe, she said. “I wouldn’t know the current principal if I ran into him,” Jobe said.
“We are not giving an opportunity right now to continue stability in that school,” she added, noting that there has been a revolving door of administrators there.
No board members directly opposed the views shared by Jobe, but the question of how to vote seemed to hinge on what to believe. However, Wahl pointed out that in any hearing, both sides present their best case. “And I can say with a great deal of conviction, I don’t believe either one of them,” he said. “I think there is a middle ground, probably some place where the truth exists,” Wahl said.
Wahl said he was waging an internal struggle with determining the best way forward.
Board Chair Shinkle stressed that insubordination undermines both supervisors and the processes put in place.
The votes initially seemed divided between those members with public-education experience – Jobe, Peggy Clyne and Melanie Landon-Hays – and those whose work history is in other professions: Shinkle, Moser and Susan Graham.
To some families, the outcome was one more reason to become concerned and involved in the local schools. Some have labeled 16th Street – the thoroughfare to Talmadge Middle School, Ash Creek Elementary and CHS – “school crisis lane” for administrative shuffling and principal losses in recent years. (See “Leaving Ash Creek” by Jessie Padilla in an accompanying article of this April 4 issue.)
A grievance hearing related to the matter is likely to be held soon, but it’s expected to be conducted in executive session. Waight and her attorney, Nathan Rietmann, were asked by Trammart News if they had considered further litigation. Neither answered in the affirmative, but Rietmann indicated a lawsuit hasn’t been ruled out. (Note: the entire hearing is viewable at the CS 13J website at the School Board page “Watch Board Meetings Live” YouTube link.) ▪
Pictured: Photo of Ash Creek Elementary School with inset of departed Jessie Padilla (submitted photo)
Leaving Ash Creek: An assistant principal's parting words
Trammart News Service, April 4, 2025
The letter obtained by Trammart News from Jessie Padilla, a former assistant principal at Ash Creek Elementary School, contained echoes of similar concerns voiced by parents and teachers over the past several months. This editorial look, which relies on Padilla's letter – along with recent negative public reactions to the school district – seemed to merit a response from the district. Some in the school system appear to feel that the district office turns a deaf ear to school administrators who are trying to instigate change.
In a reply, Emily Mentzer, the communications coordinator for Central School District, recounted her experience – that each month, the district's leadership team meets, and has "hard conversations." The meetings include principals, assistant principals, and managers of departments.
In her five years with the district, she's never heard someone be "shut down" who speaks their mind in one of these meetings. "The final decision may not align with what everyone wanted, but it is always what's best for kids," Mentzer said. "And everyone is heard, even when we disagree."
She reiterated that "in the end, we always put students first, and do what's best for them."
However, in leaving the district, Padilla seems to have reached the opposite conclusion -- with regret. Her letter follows.
Dear CSD School Board Member,
I hope this message finds you well. I am reaching out to share my experience as a former employee of the Central School District and to express my deep concern regarding the decisions and actions currently shaping our district. My intent is to communicate from a place of care and a sincere desire to support positive change for the students, staff, and community we serve.
I dedicated almost 20 years to this district, first as a parent and regular volunteer, then as a teacher and behavior specialist, and most recently as an assistant principal at Ash Creek Elementary. My commitment to this community runs deep – my husband and children are all graduates of CSD, and I have personally called Monmouth/Independence home for nearly 25 years. I obtained my teaching education through WOU, student-taught in this district, and envisioned my role here as a lifelong career, firmly rooted in my values of service-based leadership, accountability of community, and a deep commitment to the well-being of our students, families, and staff.
However, over the past several years, I began to recognize a growing misalignment between the district’s publicly stated values and its actual practices. Time and again, I witnessed actions and decisions that did not reflect the vision and goals we claim to uphold, particularly when it came to the treatment of individuals – both adults and children. Out of my deep investment in this district, I worked diligently to communicate my concerns through appropriate channels, always with the intent of fostering dialogue and identifying solutions.
Rather than being met with meaningful action, I found that concerns were acknowledged but largely unaddressed. I remained hopeful that constructive conversations would lead to change, but after years of trying, I had to accept the reality that the district’s core values no longer aligned with my own. The heartbreaking decision to leave my position was not made lightly. I quietly and respectfully transitioned out of my role, ensuring those most impacted by my departure were informed and supported, all while navigating the personal toll this decision took on my family.
A week after submitting my resignation, I was unexpectedly placed on administrative leave with multiple restrictions. The stated reasoning for this action was categorically false and outside my sphere of control, but both COSA and affiliated legal counsel informed me it was a discretionary decision by the district. Directives given included not being present on/in any district properties or facilities, being "directed to stay away" from all CSD sponsored activities (on or off district property), and to not have any contact with CSD students or families except in my private capacity as a family member. I was to do all this while remaining "available to meet in person during my established work hours", which meant I needed to stay local and out of sight, as even an outdoor walk or a stop at the grocery store typically resulted in several interactions with CSD families who questioned why I wasn't at work or why I was ignoring their attempts to communicate around existing student needs requiring attention. The timing, just before Winter Break, meant I vanished from the lives of students, families, and colleagues who relied on me, offering no closure or explanation for my abrupt absence.
For students who depend on school as a source of stability, the days leading up to a break can be especially challenging. I had students who were checking in with me, seeking support, and preparing for time away from school – only to find me suddenly and inexplicably gone. When the stated reason for my leave was officially cleared six days before my last day of employment,
I requested to return to work or at least have the opportunity to connect with those I had served for over a decade. That request was met with silence after an initial response of needing time to consider my request. My last day came and went without an opportunity to say goodbye, to reassure students and staff, or to bring any sense of closure to the relationships that had defined my career.
I share this with you not as an isolated personal grievance but as one piece of a larger pattern that many in our community – staff, students, and families alike – are speaking out about. The culture within our district is causing harm, and concerns raised by invested stakeholders are too often met with avoidance or inaction. We must do better.
I remain deeply committed to the success of this district, even as I transition away from my role within it. I urge you, as elected leaders, to listen to the voices of those expressing concern and to take meaningful steps toward restoring alignment between our district’s values and its actions. The well-being of our students and staff depends on it.
In closing, I would like to share a few excerpts from notes written to me by Ash Creek students and delivered to my doorstep this week. I hope you share in the sadness I feel reading the words of some of our youngest and most vulnerable community members as they try to make me feel good, hope for my happiness, and assure me they are ok.
One of the core components of my job as an educator is to never let my own adult needs weigh on the lives of my young students. I hear the weight of confusion, worry, and loss as a result of the manner in which I left them.
● “I hope you’re happy at your new job” and “I miss you” were stated over and over, which felt heartbreaking in itself as I saw the signatures of those who wrote those words and knew they had no understanding of why I left them or if it was because of something they did that made me unhappy
● “I’m happy you got a new job but I’m sad you left this one”
● “I’m so glad you found a good job, we will all miss you here at Ash Creek, you were awesome here and I’m sure you will be awesome at your new job”
● “I’m so happy that you got the job. I hope you are happy with the other job. I miss you. Thank you for your help”
● “I hope you miss us sooo much and come back please. But when you’re in Portland, you should get Voodoo Doughnuts. They’re super-duper good. I love that you got a new job. I’m happy for you, but I’m also sad. I hope the volcano doesn’t explode. You should come back and visit us at least 1 time a month. That means you visit us at least 12 times a year”
● “I’m so happy for you. I hope you are happy, too. But, I will miss you. You are awesome and wonderful and kind and helpful. I hope you like your new job”
● “You have been the best person in my life. Thank you for everything. I hope you have a better job now”
● “Thank you for supporting my family through tough times! Thank you for being very nice to me and my brother. We will miss you!”
● “You are one of the kindest people I know, and I am really happy for you. You are so strong and have a great smile. We loved having you and we will always remember you”
● “I hope you have a good new job. I hope you come visit us!”
● “I hope I see you again” (1st grader)
● “I am happy you were here” (1st grader)
Thank you for your time and consideration. I am happy to further discuss my experience and concerns if that would be helpful in your efforts to strengthen our district for the future.
Sincerely,
Jessie Padilla ▪
Leaving Ash Creek: An assistant principal's parting words
Trammart News Service, April 4, 2025
The letter obtained by Trammart News from Jessie Padilla, a former assistant principal at Ash Creek Elementary School, contained echoes of similar concerns voiced by parents and teachers over the past several months. This editorial look, which relies on Padilla's letter – along with recent negative public reactions to the school district – seemed to merit a response from the district. Some in the school system appear to feel that the district office turns a deaf ear to school administrators who are trying to instigate change.
In a reply, Emily Mentzer, the communications coordinator for Central School District, recounted her experience – that each month, the district's leadership team meets, and has "hard conversations." The meetings include principals, assistant principals, and managers of departments.
In her five years with the district, she's never heard someone be "shut down" who speaks their mind in one of these meetings. "The final decision may not align with what everyone wanted, but it is always what's best for kids," Mentzer said. "And everyone is heard, even when we disagree."
She reiterated that "in the end, we always put students first, and do what's best for them."
However, in leaving the district, Padilla seems to have reached the opposite conclusion -- with regret. Her letter follows.
Dear CSD School Board Member,
I hope this message finds you well. I am reaching out to share my experience as a former employee of the Central School District and to express my deep concern regarding the decisions and actions currently shaping our district. My intent is to communicate from a place of care and a sincere desire to support positive change for the students, staff, and community we serve.
I dedicated almost 20 years to this district, first as a parent and regular volunteer, then as a teacher and behavior specialist, and most recently as an assistant principal at Ash Creek Elementary. My commitment to this community runs deep – my husband and children are all graduates of CSD, and I have personally called Monmouth/Independence home for nearly 25 years. I obtained my teaching education through WOU, student-taught in this district, and envisioned my role here as a lifelong career, firmly rooted in my values of service-based leadership, accountability of community, and a deep commitment to the well-being of our students, families, and staff.
However, over the past several years, I began to recognize a growing misalignment between the district’s publicly stated values and its actual practices. Time and again, I witnessed actions and decisions that did not reflect the vision and goals we claim to uphold, particularly when it came to the treatment of individuals – both adults and children. Out of my deep investment in this district, I worked diligently to communicate my concerns through appropriate channels, always with the intent of fostering dialogue and identifying solutions.
Rather than being met with meaningful action, I found that concerns were acknowledged but largely unaddressed. I remained hopeful that constructive conversations would lead to change, but after years of trying, I had to accept the reality that the district’s core values no longer aligned with my own. The heartbreaking decision to leave my position was not made lightly. I quietly and respectfully transitioned out of my role, ensuring those most impacted by my departure were informed and supported, all while navigating the personal toll this decision took on my family.
A week after submitting my resignation, I was unexpectedly placed on administrative leave with multiple restrictions. The stated reasoning for this action was categorically false and outside my sphere of control, but both COSA and affiliated legal counsel informed me it was a discretionary decision by the district. Directives given included not being present on/in any district properties or facilities, being "directed to stay away" from all CSD sponsored activities (on or off district property), and to not have any contact with CSD students or families except in my private capacity as a family member. I was to do all this while remaining "available to meet in person during my established work hours", which meant I needed to stay local and out of sight, as even an outdoor walk or a stop at the grocery store typically resulted in several interactions with CSD families who questioned why I wasn't at work or why I was ignoring their attempts to communicate around existing student needs requiring attention. The timing, just before Winter Break, meant I vanished from the lives of students, families, and colleagues who relied on me, offering no closure or explanation for my abrupt absence.
For students who depend on school as a source of stability, the days leading up to a break can be especially challenging. I had students who were checking in with me, seeking support, and preparing for time away from school – only to find me suddenly and inexplicably gone. When the stated reason for my leave was officially cleared six days before my last day of employment,
I requested to return to work or at least have the opportunity to connect with those I had served for over a decade. That request was met with silence after an initial response of needing time to consider my request. My last day came and went without an opportunity to say goodbye, to reassure students and staff, or to bring any sense of closure to the relationships that had defined my career.
I share this with you not as an isolated personal grievance but as one piece of a larger pattern that many in our community – staff, students, and families alike – are speaking out about. The culture within our district is causing harm, and concerns raised by invested stakeholders are too often met with avoidance or inaction. We must do better.
I remain deeply committed to the success of this district, even as I transition away from my role within it. I urge you, as elected leaders, to listen to the voices of those expressing concern and to take meaningful steps toward restoring alignment between our district’s values and its actions. The well-being of our students and staff depends on it.
In closing, I would like to share a few excerpts from notes written to me by Ash Creek students and delivered to my doorstep this week. I hope you share in the sadness I feel reading the words of some of our youngest and most vulnerable community members as they try to make me feel good, hope for my happiness, and assure me they are ok.
One of the core components of my job as an educator is to never let my own adult needs weigh on the lives of my young students. I hear the weight of confusion, worry, and loss as a result of the manner in which I left them.
● “I hope you’re happy at your new job” and “I miss you” were stated over and over, which felt heartbreaking in itself as I saw the signatures of those who wrote those words and knew they had no understanding of why I left them or if it was because of something they did that made me unhappy
● “I’m happy you got a new job but I’m sad you left this one”
● “I’m so glad you found a good job, we will all miss you here at Ash Creek, you were awesome here and I’m sure you will be awesome at your new job”
● “I’m so happy that you got the job. I hope you are happy with the other job. I miss you. Thank you for your help”
● “I hope you miss us sooo much and come back please. But when you’re in Portland, you should get Voodoo Doughnuts. They’re super-duper good. I love that you got a new job. I’m happy for you, but I’m also sad. I hope the volcano doesn’t explode. You should come back and visit us at least 1 time a month. That means you visit us at least 12 times a year”
● “I’m so happy for you. I hope you are happy, too. But, I will miss you. You are awesome and wonderful and kind and helpful. I hope you like your new job”
● “You have been the best person in my life. Thank you for everything. I hope you have a better job now”
● “Thank you for supporting my family through tough times! Thank you for being very nice to me and my brother. We will miss you!”
● “You are one of the kindest people I know, and I am really happy for you. You are so strong and have a great smile. We loved having you and we will always remember you”
● “I hope you have a good new job. I hope you come visit us!”
● “I hope I see you again” (1st grader)
● “I am happy you were here” (1st grader)
Thank you for your time and consideration. I am happy to further discuss my experience and concerns if that would be helpful in your efforts to strengthen our district for the future.
Sincerely,
Jessie Padilla ▪
Pictured: Inset--Yareli Caballero (with drill) & Kaylin Echeverria work on plane with Pat Hatfield (R). Photos by Lance Masterson
Local program provides teens with guidance, plane facts
By Lance Masterson
For Trammart News Service, April 4, 2025
Alec Jones is getting quite an education in aviation.
“I’m learning how to build airplanes. I’m learning how airplanes work. I’m learning the parts of them,” he said. “I’m learning … the technical side that you don’t really see when you’re flying in an airplane.”
Jones’s classroom is the Experimental Aircraft Association (EAA) Chapter 292 building at the Independence State Airport. His instructors are EAA volunteers who lend teens their expertise and guidance in the building of airplanes. (Jones with David Ulman in photo at right.)
Participation in Teen Build is free and open to those ages 14-19. Classes are on Saturdays, from 9 a.m. to 3 p.m.
Jones, a sophomore, attends Franklin High School in Portland. He learned of Teen Build after participating in Teen Aviation Weekend, also sponsored by Chapter 292. The opportunity to build planes piqued his interest in the program.
“I’ve always liked flying. As I got older, middle school, high school, I started exploring job opportunities in aviation,” he said.
Participation in Teen Build is partially responsible for a slightly altered career choice.
“At first, I thought I wanted to be a pilot,” Jones said. “But now I think I want to go down … the aerodynamics and engineering route.”
Jones is also learning to apply mathematical equations to real world problems, like how to figure out angles of ailerons and other aviation-related quandaries.
“I learned about the Pythagorean theorem in geometry. I just didn’t really know how to apply it to real life. But now it’s like, oh, that’s how I do it,” Jones said. “I’m in manufacturing at school, metal shop. So I’m using a lot of these skills there. Measuring and planning out things. Figuring out the angles of stuff.”
He has been with Teen Build for less than a year and has worked on three planes, each with different challenges. The planes students work on are often donated by or belong to EAA members.
While Jones learned of Teen Build through online searches, Yareli Caballero discovered it through the Career Technical Assistance Center, an occupational training program offered by Salem-Keizer School District.
Caballero, a senior at South Salem High School, has been accepted into the aviation maintenance program at Lane Community College. As such, she’s following in the footsteps of former builders.
“Our teens often go into aviation as a career. One young lady is now a junior in mechanical engineering at OSU. One’s a professional pilot. One’s a mechanic. One’s a high school teacher, teaching aviation. And one’s an ag pilot,” Youth Activities Chairman David Ullman said of the program’s success. “So we’ve had some influence on young people.”
For Caballero, Teen Build proved to be a portal into a different, more challenging world.
“I just really like the hands-on-ness of it. I like being able to build, to learn how to use tools, and using those tools to create a project. I just like making it come to life,” she said. “I’m really excited for the day the plane takes off and flies, seeing it go off the runway. Knowing I helped build it; that I’m part of the reason why it’s able to go up in the sky.”
Caballero has been interested in building things since she was young. But Teen Build takes the complexity of her projects to a higher level.
“I’ve built certain small projects, but nothing like this, where it's super hands-on. Working with tools. Working with machines. Working with metal or fiberglass,” she said. “So all of this is kind of new to me…. I’ve had to learn to be more independent with the work that I do.”
Volunteers demonstrate how to complete a task, and then take a step back. It’s part of the ‘on-hands-ness’ approach that Caballero appreciates.
“(Volunteers) go over the steps that need to get done. They show us how to get started. Then they let us take over and take charge. Well, okay, this is how it’s done,” she said.
Volunteers step in and take control, as needed.
“All these kids are gaining confidence, because the way we work with them, generally, we show them how to do a task. Walk away … (but) close enough where we keep an eye on it, making sure that it isn’t going to go south,” Ullman said. “I think most anybody with reasonable skills can do these things with supervision.”
Volunteers understand competency differs with each teen, especially in the early stages of their development.
“They come to us with all kinds of different skills. None of the skills are what they need to build an airplane. Because airplanes are made out of metal, wood, fiberglass, and different kinds of material. There’s electronics in them. There’s engines. Airplanes have just about everything,” Ullman said. “So for as far as specific skill sets, they can’t possibly have the right ones. So we teach them those.”
Among the skills taught, how to use power tools, how to read plans and “how to go into a thick book … and find the right place to see what the designer said you should be doing,” Ullman said.
It often takes time before a teen is ready to commit to Teen Build. They want to make sure it’s a good fit for them. For others, the attraction is evident almost immediately. As it was for this teen on his Young Eagles flight.
“Generally, the way the flight goes … is that they take off, get up to around 1,500 or 2,000 feet, and the pilot just turns to the kid and says, ‘it’s your airplane. Let’s go’,” Ullman said.
Relinquishing control is possible, in part, because modern airplanes are very stable.
“If you don’t touch them, they’ll just keep going. So it’s not dangerous in any way,” Ullman added. “The kids, having all flown simulators, grab onto the controls and start moving things.”
What happened next with this young man was a reaction that was a cut above what’s normal.
“(We’re) talking. He’s doing really good. I say, change the heading. He changes the heading. I say, change altitude. He changes the altitude. Doing really well, and then he went real silent on me. And I wondered, what’s going on here?” Ullman said. “Then he turned to me and said, ‘I was born to do this.’ Okay, bingo! We got that one!”
Writer’s note: You can reach Chapter 292 at 503-383-9010 for more information. ▪
Local program provides teens with guidance, plane facts
By Lance Masterson
For Trammart News Service, April 4, 2025
Alec Jones is getting quite an education in aviation.
“I’m learning how to build airplanes. I’m learning how airplanes work. I’m learning the parts of them,” he said. “I’m learning … the technical side that you don’t really see when you’re flying in an airplane.”
Jones’s classroom is the Experimental Aircraft Association (EAA) Chapter 292 building at the Independence State Airport. His instructors are EAA volunteers who lend teens their expertise and guidance in the building of airplanes. (Jones with David Ulman in photo at right.)
Participation in Teen Build is free and open to those ages 14-19. Classes are on Saturdays, from 9 a.m. to 3 p.m.
Jones, a sophomore, attends Franklin High School in Portland. He learned of Teen Build after participating in Teen Aviation Weekend, also sponsored by Chapter 292. The opportunity to build planes piqued his interest in the program.
“I’ve always liked flying. As I got older, middle school, high school, I started exploring job opportunities in aviation,” he said.
Participation in Teen Build is partially responsible for a slightly altered career choice.
“At first, I thought I wanted to be a pilot,” Jones said. “But now I think I want to go down … the aerodynamics and engineering route.”
Jones is also learning to apply mathematical equations to real world problems, like how to figure out angles of ailerons and other aviation-related quandaries.
“I learned about the Pythagorean theorem in geometry. I just didn’t really know how to apply it to real life. But now it’s like, oh, that’s how I do it,” Jones said. “I’m in manufacturing at school, metal shop. So I’m using a lot of these skills there. Measuring and planning out things. Figuring out the angles of stuff.”
He has been with Teen Build for less than a year and has worked on three planes, each with different challenges. The planes students work on are often donated by or belong to EAA members.
While Jones learned of Teen Build through online searches, Yareli Caballero discovered it through the Career Technical Assistance Center, an occupational training program offered by Salem-Keizer School District.
Caballero, a senior at South Salem High School, has been accepted into the aviation maintenance program at Lane Community College. As such, she’s following in the footsteps of former builders.
“Our teens often go into aviation as a career. One young lady is now a junior in mechanical engineering at OSU. One’s a professional pilot. One’s a mechanic. One’s a high school teacher, teaching aviation. And one’s an ag pilot,” Youth Activities Chairman David Ullman said of the program’s success. “So we’ve had some influence on young people.”
For Caballero, Teen Build proved to be a portal into a different, more challenging world.
“I just really like the hands-on-ness of it. I like being able to build, to learn how to use tools, and using those tools to create a project. I just like making it come to life,” she said. “I’m really excited for the day the plane takes off and flies, seeing it go off the runway. Knowing I helped build it; that I’m part of the reason why it’s able to go up in the sky.”
Caballero has been interested in building things since she was young. But Teen Build takes the complexity of her projects to a higher level.
“I’ve built certain small projects, but nothing like this, where it's super hands-on. Working with tools. Working with machines. Working with metal or fiberglass,” she said. “So all of this is kind of new to me…. I’ve had to learn to be more independent with the work that I do.”
Volunteers demonstrate how to complete a task, and then take a step back. It’s part of the ‘on-hands-ness’ approach that Caballero appreciates.
“(Volunteers) go over the steps that need to get done. They show us how to get started. Then they let us take over and take charge. Well, okay, this is how it’s done,” she said.
Volunteers step in and take control, as needed.
“All these kids are gaining confidence, because the way we work with them, generally, we show them how to do a task. Walk away … (but) close enough where we keep an eye on it, making sure that it isn’t going to go south,” Ullman said. “I think most anybody with reasonable skills can do these things with supervision.”
Volunteers understand competency differs with each teen, especially in the early stages of their development.
“They come to us with all kinds of different skills. None of the skills are what they need to build an airplane. Because airplanes are made out of metal, wood, fiberglass, and different kinds of material. There’s electronics in them. There’s engines. Airplanes have just about everything,” Ullman said. “So for as far as specific skill sets, they can’t possibly have the right ones. So we teach them those.”
Among the skills taught, how to use power tools, how to read plans and “how to go into a thick book … and find the right place to see what the designer said you should be doing,” Ullman said.
It often takes time before a teen is ready to commit to Teen Build. They want to make sure it’s a good fit for them. For others, the attraction is evident almost immediately. As it was for this teen on his Young Eagles flight.
“Generally, the way the flight goes … is that they take off, get up to around 1,500 or 2,000 feet, and the pilot just turns to the kid and says, ‘it’s your airplane. Let’s go’,” Ullman said.
Relinquishing control is possible, in part, because modern airplanes are very stable.
“If you don’t touch them, they’ll just keep going. So it’s not dangerous in any way,” Ullman added. “The kids, having all flown simulators, grab onto the controls and start moving things.”
What happened next with this young man was a reaction that was a cut above what’s normal.
“(We’re) talking. He’s doing really good. I say, change the heading. He changes the heading. I say, change altitude. He changes the altitude. Doing really well, and then he went real silent on me. And I wondered, what’s going on here?” Ullman said. “Then he turned to me and said, ‘I was born to do this.’ Okay, bingo! We got that one!”
Writer’s note: You can reach Chapter 292 at 503-383-9010 for more information. ▪
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