Dr. Karyn Rayburn speaks to parents and teachers at AJA about “Joyful Rigor.” Courtesy: Austin Jewish Academy

By Natalie McKee

Austin Jewish Academy is pleased to welcome Dr. Karyn Hopper Rayburn as incoming Head of School, beginning in the 2026–2027 academic year. With more than a decade of leadership experience at Trinity Episcopal School of Austin, along with a background in higher education and K–8 classrooms, Dr. Rayburn brings a deep commitment to academic excellence, relationship-building, and vibrant school communities.

Throughout her career, Dr. Rayburn has been known for her ability to connect with students, support and develop teachers, and foster environments where both learning and belonging thrive. Her leadership is rooted in meeting people where they are and building strong, collaborative communities—values that align closely with the mission and spirit of AJA.

In the conversation below, Dr. Rayburn shares more about her journey into education, what inspires her as a leader, and what she is most excited to discover as she joins the AJA community.

What drew you into a career in education?

My path into education was somewhat unconventional; I was not initially drawn to it as a career. Instead, my passions lay in the sciences and language, which led me to earn an undergraduate degree in biology and Spanish. That changed when I was offered a fully funded master’s program at the University of Tennessee, which included a teaching component. Though I had never taught before, stepping into the college classroom proved to be transformative.

I loved being in front of the classroom and connecting with students. Relationship-building was something I had not anticipated would become such an important part of my work, but it turned out to be a natural fit and completely redirected my career path.

Later, when I pursued my Ph.D. at the University of Texas, my goal was to remain on the tenure track as a college professor. During that time, I got married, started a family, and put down roots in Texas. I was then invited to teach at the Girls’ School of Austin, and I absolutely loved it. Today, I cannot imagine being in any other field.

How long were you at the Girls’ School before transitioning to Trinity? Were there additional steps along the way?

Before joining the Girls’ School, I also taught at Austin Community College while I was a graduate student at UT. It was a meaningful part of my teaching experience and helped shape my understanding of how students learn at different stages.

Trinity approached me based on my teaching background and accomplishments. They invited me to join their community and offered me a wonderful part-time position at first, which quickly grew into a full-time role spanning both the lower and middle school.

What lessons are you bringing with you from your time at Trinity?

In my earlier years—before my time at the Girls’ School and in higher education—my focus was on leading students rather than adults. Midway through my tenure at Trinity, I transitioned from a full-time classroom role into administration, which meant supervising and supporting teachers.

I believe one of my genuine strengths is the ability to lead, connect with, and relate to the people around me. That capacity began in the classroom with students and has since grown to encompass the adults I work alongside. Among the most significant lessons I will carry from Trinity to AJA are the importance of community-building, fostering buy-in, and cultivating meaningful relationships.

What are you most looking forward to learning from the AJA community in particular?

I am genuinely looking forward to deepening my understanding of Judaism and Jewish day school life. I attended my first Passover seder recently, which was a meaningful and exciting experience.

Every school has its own unique traditions and culture—not only those rooted in faith or heritage, but also in the smaller, everyday practices: how field trips are organized, how parent-teacher conferences are conducted, what makes this particular community feel like itself. Learning those nuanced, distinctive elements is something I take seriously.

I also look forward to helping surface and celebrate what is already special about AJA, including the traditions, stories, and moments that may not yet be fully documented or widely shared. Every time I have been in the AJA community, there has been something truly remarkable about the atmosphere.

What stood out to you about the AJA school community during your interview process?

There was an immediate sense of warmth and familiarity. I felt at ease right away. Students were learning in the hallways, artwork filled the walls, and there was a joyful energy throughout the school.

When I stepped into a classroom, the academic rigor was immediately apparent. The teacher was delivering an advanced mathematics lesson, and the students were deeply engaged, asking perceptive questions and working to understand the underlying concepts.

Ultimately, the students speak for themselves. They are warm, curious, and joyful. They move through the hallways with confidence and connection, and it is truly wonderful to witness.

If you were reflecting three years from now, what would success at AJA look like to you?

First and foremost, I would want to see AJA thriving, with strong enrollment, healthy retention, and continued momentum across the school. Full grade levels, and perhaps even waitlists, would be wonderful indicators of that growth.

Success would also mean having the capacity to plan with greater flexibility. AJA has operated on a lean, all-hands-on-deck model for some time, and I want us to reach a place where we can dream bigger and ask what becomes possible next. Could we someday expand to two classes per grade level? What might we do if we outgrow our current space? How can we continue building the program while preserving the warmth and close relationships that make AJA so special?

We are not quite there yet, and reaching that point within three years is ambitious. Even so, I feel confident that our admissions trajectory will get us there.

How would you describe your leadership style?

I am frequently told that I meet people where they are. As a leader, I am intentional about not overwhelming my team. When supporting a teacher who needs extra guidance, whether that person is new to the profession or transitioning from a very different school environment, the approach must be measured and responsive. You have to prioritize immediate needs, build confidence, and help people grow from there.

The process is parallel: help someone succeed with their core responsibilities first, then gradually introduce new expectations when they are ready. That is the foundation of how I lead.

What message would you like to share with current and prospective families?

I cannot wait to get to know you. I spent four years at the Girls’ School of Austin and twelve years at Trinity, and in both communities, I developed deep and lasting connections. Those relationships are genuinely meaningful to me. I look forward with great enthusiasm to building that same sense of belonging and connection with the AJA family. I am honored to join this community and excited for all that we will build together.

For more information about AJA, visit austinjewishacademy.org.