Equity, Community, and Lifelong Learning: Erika Sauder’s Journey from UO Student to Rural School Leader
"Being a student in the College of Education showed me that higher education is not just about earning a degree, but about engaging in meaningful learning that equips you to make a real impact." – Erika Sauder
Erika Sauder’s journey in education began at the University of Oregon (UO), where she earned her bachelor’s in the Educational Foundations program and later completed her master’s in 2011 through the UOTeach program. Today, she serves as a principal in a rural California school district, leading with a deep commitment to equity, community, and lifelong learning. Reflecting on her time at the College of Education (COE), Sauder credits it as the foundation that shaped her vision and values as an educator.
“The equity-driven lens through which I was taught, the amazing professors and local educators who guided me gave me the confidence to reflect, grow, and always keep students at the center,” Sauder shared. This mindset helped her evolve from a passionate classroom teacher into a teacher leader, and eventually into a site leader.
In her current role, Sauder views herself not just as an administrator but as a mentor, coach, and advocate. “I want to help students have fun and feel safe and support my staff to be their best for their students,” she explained. Working in a small rural district has deepened her appreciation for community partnerships. Whether collaborating with local artists for Día de los Muertos festivals or cheering on students in 4H and ballet folklórico, Sauder finds pride in the connections between school and community.
One of the most formative experiences during her time at UO was working with Professor Edward Olivos, PhD, on reading instruction. “It was both insightful and practical,” she recalled. “It gave me the tools and confidence to start my first job as a kindergarten teacher at 23.” The hands-on, equity-centered learning she experienced in the UOTeach program continues to influence her leadership style. “Professors modeled practices we could take directly into the classroom. Their commitment to equity and inclusion still shapes how I lead today.”
Balancing personal life and graduate school came with challenges, but the support of her cohort made a significant difference. Many of her classmates from undergrad continued into the graduate program, creating a tight-knit community. “We leaned on each other, shared stories, and supported one another through the ups and downs. That made the yearlong program fly by,” Sauder said.
When reflecting on what made UO feel like home, Sauder fondly remembers staying for the summer after her freshman year. “It was such a different feeling to live there year-round, to watch and prepare for the upcoming fall quarter in a new way and to have that comfort of having had a class in almost every building,” she said. She reminisced about walking down 13th Avenue, knowing her way around the Duck Store, and making the trek to Autzen Stadium on a fall day with friends. The Knight Library also holds a special place in her heart, where she spent countless evenings working on projects and assignments with classmates.
Sauder encourages new college students to trust their instincts and embrace change. “I changed majors a few times before I found my path, but I always knew I wanted to keep learning,” she shared. She emphasizes the importance of listening to others, noting that “there is so much wisdom in both our shared and unique experiences, especially in education.”
Her advice to current students is rooted in self-awareness and joy. “Self-reflection is your best tool. Education should be fun, don’t forget that. And remember, everyone has the right to learn. Put students first, follow your heart, and don’t lose your identity. You’re not just a teacher; you’re a unique person who teaches. Share that with your students.”
Sauder’s story is a powerful reminder of how higher education can shape not just careers, but lives. Her experience at UO taught her that earning a degree is only part of the journey; engaging in meaningful learning equips educators to make a real impact.
Even now, Sauder continues to grow professionally. She recently completed her administrative credential and joined the California School Leadership Academy’s Coaching program, focusing on equity-centered problems of practice. She’s also passionate about special education and hopes to pursue further studies in the future. With a one-year-old son at home, that goal may be a few years away. “I really am enjoying administration now, and I know that I have several more years on this path. There are days I miss teaching a lot. But I think school leadership is important as well and I would like to continue to serve small schools and communities that are often overlooked.”
Through the COE’s emphasis on equity, inclusion, and research-based practice, Sauder sees higher education as a pathway for both personal growth and social change. Her experience helped her recognize that learning is a lifelong journey, and with the right foundation, educators can make a lasting impact on their students, schools, and communities.