R = Rajasi Agarwal

K = Kirk Koennecke

This transcript has been lightly edited for grammar and clarity.

R: So, speaking of being a resource for students and things like that, that kind of aligns with one of the struggles of the district right now, which is in its budget, which I’m sure you’re well aware of taking this position. How do you think that ties into the conversation on making students the best versions of themselves?

K: Well, I think you could make the budget about every conversation, but that would be a big mistake. I think where you need to start is that we all know that students and teachers here are humble and hungry and smart to do innovation and amazing things. So what are those resources that we have to align to make sure everybody has those? 

And the bottom line is, I think we have a very savvy community here, both students and adults. I don’t think our parents are naive to the fact that the state is attacking public education and cutting funding. I don’t think the legislature is gonna change anytime soon. I don’t think vouchers are gonna go away. And I think most of our people are smart enough to know that. So the question becomes, how do we do the best we can with what we have? And then where are we going together in the future, and what do we need when we’re there? And that helps us align our priorities and our goals and what we’re gonna invest in. 

Because I like to look at spending in public schools as an investment that you have to get a return on for student impact, and then everything else comes around that. 

R: So as superintendent, what parts of that mission do you actually have control over, compared to say the teachers, the board, etc.?

K: I have no control. I have no say, and I don’t make any decisions. I mean, that’s kind of a joke, but the truth is my job isn’t about making the decision for everybody else. My job is about listening to everybody else and letting the room come up with the best solutions, and really being an acute listener and being a great advocate, cheerleader and supporter once we do come up with a great decision. 

I think in a weak culture, the person at the top sometimes or who’s in that role, people assume they’ll make all the decisions and then things will trickle down. That is not the culture here. You don’t come to Eanes as a superintendent, and take over. You hope to add to the mix culturally and then hear and ask really good questions when people have opinions so that we can get to the best solutions together. And I’m a big believer that the room is always the smartest person in the room. 

R: So actually, this does correct a common misconception, I think, about being a superintendent. Are there any other misconceptions you think people have about superintendents? 

K: You know, I love getting to do this with you because I think the same misconception happens for principals as superintendents. Sometimes students forget, beyond their teachers, that everybody else working in the school district is a human being that has a life and wants to have fun. And, the further you get away from being a classroom teacher, the less time you have directly with students daily. 

So I make it a point to have intentional, routine, consistent time around students because that’s where I get fueled: when I get to learn from you and what you’re doing, and hearing what matters to you. Hopefully it helps you see me then as just another person, right? Who has a life. And I have a wife and children, and I like to watch Seinfeld, and I like to go to the movies and do all those fun things and, you know, basketball tonight, I can’t wait to see the game. So I hope people get to connect just at a human level, and then we can talk about the things that matter to you. 

R: That’s so great because, yeah, we’d love to get to know you more at Westlake. And I hear you’re doing walkarounds and greet-and-meets and everything. What’s something surprising about students to you so far, or something nice even?

K: Well, this morning what was really nice is I was over at Hill Country Middle School. And, I think there’s a perception out there sometimes, and we all forget like what it was like to be in middle school, and we all have the stereotype about how middle schoolers behave. So many young adults came up to me and initiated a conversation, and said “good morning”, and asked me how I was, and said “have a great day”, and wanted to introduce themselves. And to me, those are basic habits that lead to leadership. And so the maturity that I saw in our middle school students was awesome and that just got me pumped up for the whole day. So that’s one example. 

R: So speaking of students, what role do you think students can play in your decision making beyond, of course, fueling your work as you meet them?

K: Student voice and choice is really important to me. And I think it’s important to all the educators here. Already, I think that’s pretty obvious. I think it’s important to our students and they’re willing to say so, especially at the high school level. And I think, again, to have a really strong culture and say you have a student centered culture, it’s easy for people to talk that way, but it’s a lot harder to walk that talk and prove it. And so I think the students have to prove it. 

And student leadership can look a lot different for people who are 14 versus people who are 11 or seven. And so I like to think holistically about K through 12. Where are students leading now? And what is the evidence of that? And what are the habits that our second graders are learning versus our ninth graders? And how is it demonstrated with great adult support and help and guidance, because we have some amazing adults who can help our students here, and then what does it look like when you lead? That’s what I want to be seeing and observing and making sure that we’re all focused on.

R: How do you hope to contribute to that culture, even if it already exists?

K: Well, I hope to model the way. I hope that people see that the way I spend my time will be about developing leadership and observing and fueling leadership development for children first, and then adults. And I hope that people will see that I do what I say that I’m going to do. And I hope that people will see that my energy level and my compete level is the same as you would expect from anybody who comes through these doors at Eanes.