4 Catholic School Principals in Regional Queensland

Last updated: August 2026

Introduction

As of August 2026, four current principals lead independent Catholic schools in regional Queensland outside Brisbane: Kath Little, Paul Horan, Deborah Ryan and Stephen Koch. Their schools sit in Townsville, Yeppoon and Toowoomba, and they represent girls’ education, boys’ education, coeducation, day schooling and boarding.

This is a small list because the phrase independent Catholic school has a narrower meaning than Catholic school. Many regional Catholic schools are part of a diocesan system. They matter greatly, but they are not the same governance model. This page keeps those categories separate so a reader looking for independent-school leadership can start with a clear set of names.

The names are presented alphabetically by family name for easy navigation. Each entry gives the current role, school, location and one practical detail that helps explain the leadership context. Together, the four schools show how Catholic identity can be carried through different structures, communities and regional needs.

If you are a principal, board member, education consultant or prospective family, use this page as a starting point for understanding the people and institutions shaping independent Catholic education beyond Brisbane. It is not a substitute for contacting a school directly, especially where a principal transition has been announced for a future year.

Why independent Catholic school leadership matters in regional Queensland

Independent Catholic schools combine a Catholic educational mission with governance arrangements that are distinct from a diocesan school system. That can give boards, religious ministries and school communities a direct role in setting direction, protecting charism and shaping the experience of families. It also creates a leadership responsibility that is both practical and cultural.

Regional schools add another layer. A principal may be leading a boarding community, serving families across a large area, protecting a long local tradition or building pathways that connect school to work, training and further study. The role is not simply about running a campus. It is about making the school’s identity useful in the everyday decisions students, staff and families can see.

The four leaders below are useful reference points because their schools are not identical. One is a girls’ college on the Townsville Strand. Two are boarding and day colleges on the Capricorn Coast. One is a Prep to Year 12 school in Toowoomba with strong regional connections. That variety gives the topic more value than a single model of Catholic school leadership.

1. Kath Little

College Principal, St Patrick's College Townsville

Kath Little leads St Patrick’s College Townsville, an independent Catholic girls’ secondary college in North Queensland. That makes her a direct fit for a list focused on current principals at independent Catholic schools outside Brisbane. The college’s Mercy tradition and beachfront Townsville setting add a clear regional identity to her leadership context.

Her principal welcome puts student agency and voice beside high standards, clear success criteria and feedback for growth. That combination is useful for school leaders because it links care with clarity. It suggests that a strong Catholic school culture is not only about belonging. It is also about helping young people understand what good work looks like and how they can improve.

2. Paul Horan

College Principal, St Brendan's College

Paul Horan is College Principal of St Brendan’s College in Yeppoon, an independent Catholic boys’ day and boarding school in Central Queensland. The school draws from the Capricorn Coast, regional Queensland and boarding communities further afield, so the leadership brief extends well beyond the daily life of one town.

The college places its Edmund Rice ethos alongside broad academic and vocational pathways. That pairing matters because regional school leadership often means holding mission and practical opportunity together. For families, the school’s day and boarding model also makes belonging, pastoral care and future pathways part of the same leadership conversation.

3. Deborah Ryan

Principal, St Ursula's College, Yeppoon

Deborah Ryan is Principal of St Ursula’s College, Yeppoon, an independent Catholic girls’ boarding and day secondary college in Central Queensland. Her school serves a regional community while also welcoming boarders, so the role includes the distinct work of building culture across both campus and residential life.

The college’s current strategic plan is organised around Live, Love, Learn and Lead. That gives the school a simple way to connect Catholic identity with daily choices, student growth and leadership development. It is a useful reminder that a school’s values become credible when they can be seen in routines, relationships and the opportunities students are given.

4. Stephen Koch

Principal, Downlands College

Stephen Koch is Principal of Downlands College in Toowoomba, an independent Catholic Prep to Year 12 coeducational day and boarding school. The college sits at the centre of a regional community and serves families who are looking for a broad education without leaving the Darling Downs.

Downlands links its Catholic identity with agriculture, vocational education, performing arts, social justice and community service. That breadth gives Koch a leadership setting where student pathways are not limited to one definition of success. It also shows how an independent regional school can keep its traditions visible while making room for practical, academic and creative futures.

What these leaders show us about regional Catholic schools

The first lesson is that governance shapes the work. Independent Catholic schools can be closely connected to a religious ministry, a school board or a particular tradition, while still needing the same disciplined attention to learning, wellbeing and family trust as any other school.

The second lesson is that regional context is not a footnote. Boarding, distance, local employment pathways, community history and the size of the available talent pool all change the decisions a principal has to make. A good strategy must fit the place where the school actually lives.

The third lesson is that Catholic identity becomes most useful when it helps people choose. It can shape how a school treats students, how it defines service, how it responds to difficulty and how it prepares young people for life beyond the gates. The leaders in this list work in different settings, but each setting asks the same question: what does the school’s purpose look like on an ordinary Tuesday?

How to use this list

Start with the school, not the title. Read the principal’s welcome, understand the school’s governance and look at the pathways it offers students. If you are comparing schools, ask how the stated values show up in learning, boarding, pastoral care and communication with families.

If you are a school leader, use the four entries as prompts for a leadership conversation. What part of your school’s identity is easiest to see? What part is only visible to people who have been there for years? What is one small change that would make the school’s purpose clearer to students and staff next week?

Frequently Asked Questions

How many independent Catholic school principals are listed?

Four current principals are listed in this regional Queensland set. The count is deliberately narrower than the total number of Catholic school principals because the page focuses on independent Catholic schools outside Brisbane.

Why are diocesan Catholic schools not included in the main set?

Diocesan schools are important, but they sit within a different governance model. Mixing them with independent schools would make the title less precise and make the list less useful for readers comparing independent Catholic education.

Does regional mean only remote schools?

No. Here, regional Queensland means schools outside Brisbane, including major regional centres such as Townsville and Toowoomba and the Capricorn Coast around Yeppoon.

Conclusion

Independent Catholic school leadership in regional Queensland is a small but varied field. Kath Little, Paul Horan, Deborah Ryan and Stephen Koch lead different communities, yet their work points to the same practical challenge: make the school’s purpose clear enough to guide real decisions.

For families, boards and education leaders, that is the useful starting point. Look past the label, understand the school’s setting and ask what its values make possible for students every day.

Related Reading

For a broader look at the people and choices that shape school culture, read 33 Inspiring School Leaders Building Staff Culture.

For a practical guide to helping a leadership team work with more clarity, read 11 Proven Ways to Get Your Leadership Team Aligned.

For a deeper look at trust and honest leadership conversations, read 21 Proven Ways to Build Vulnerability Based Trust.

A practical next step

If your leadership team wants to turn values into clearer decisions, stronger conversations and a healthier school culture, email jonno@consultclarity.org.

About the Author

Jonno White is a Brisbane-based leadership consultant, keynote speaker and Certified Working Genius Facilitator. He is the author of Step Up or Step Out and helps leaders build organisations people would move cities to work at.