REVEALED: Fifteen young Qld principals discuss goals, challenges inside and outside school gates
It’s the pinnacle of a teaching career, yet these 15 principals are as young as 25. We talk to the state’s most youthful school leaders about the challenges of their job, which include fixing bore water pipes and helping bring in the harvest.
Ipswich
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It takes hard work, leadership and usually many years to land a school’s top job, but these 15 educators are among Queensland’s youngest principals, with six of them aged 30 or under.
Many have the added challenge of living in rural or regional Queensland, where some have learned how to help bring in the harvest, fix burst water pipes and deal with floods.
Teachers Professional Association of Queensland secretary Tracy Tully, a highly experienced principal herself in various regional state schools, said her memories of staff camaraderie and watching children grow up are “lifetime rewards” of the job.
“The great things for me were in tough communities where I used very innovative projects to help grow literacy and numeracy,” she said.
“But don’t get me wrong, there is nothing easy about being a principal … and you lose family and personal time because you are on 24/7.
“One of the main challenges today is a lack of leadership training for teachers transitioning into principals … they are also not used to the politics or paperwork that come with the job, which can be very demoralising.”
Most of the 15 principals featured never dreamt they would become a principal, but despite the demands on school leaders being greater than ever, these young guns revel in their roles.
They reveal what motivated their to fast-tracked rise to the top and their goals for the future.
CASEY ROBINSON, 30
St Maria Goretti School, Inglewood
Ms Robinson has been a principal/APRE/Middle Leader since Term 1 in 2020.
She began teaching St Mary’s Goondiwindi on a six-month contract as a graduate teaching Year 3 before moving to St Maria Goretti Inglewood where she taught a multi-aged P/1/2/3 class, from 2017-2019.
In 2019 she began as Middle Leader, one day a week and later that year did a term as Acting Principal.
“I am principal of a small, rural, Catholic school approximately two hours from Toowoomba,’’ she said.
“Our total enrolment numbers are 38 students from Prep-Year 6.
“I already had a strong connection and love for the school (when she accepted the role of principal) and I was an active member of the community.
“I have a passion for teaching and learning and I’m glad that I took on the opportunity to create the best environment for every student to learn and reach their potential.’’
She said being present, building relationships and guiding new teachers were the most important aspects of the job.
“The biggest challenges of working as a principal in a small school is that you are often juggling multiple roles,’’ she said.
EMMA WILSON, 27
Eromanga State School
Ms Wilson has been Acting Principal at Eromanga State School since July last year.
She was a classroom teacher at Dalby South State School from 2017 to 2022 and Acting Principal at Mungallala State School from April until June 2022.
She did not always dream of being a principal, despite getting there at such a young age.
“My Mum and Dad work in education and have been principals for many years,’’ she said.
“I definitely thought that I went into the role knowing what to expect, but I wasn’t prepared for how varied the role would be.
“I have had to learn how to program my sprinkler system, hire staff, run meetings, write code to fix technological errors, manage finances and lead a staff team who are all older than I am.
“In small schools, you need to be community orientated and approachable, as well as invite your community to help create a positive culture within the school.’’
Ms Wilson said her students had taught her a lot, including weekend adventures water skiing, swimming, yabbying and fishing – despite being the nation’s furthest town from the sea.
ALEX GEELING, 25
Kindon State School
Mr Geeling started as principal of Kindon State School, which has 13 students ranging from Kindergarten through to Year 4, in July last year.
“I expected it to be challenging, but rewarding, and I was correct,” he said.
“A great principal leads with transparency, by listening more than they speak, displaying consistency, and by setting high expectations of themselves and everyone around them.’’
Kindon State School is about 65km from the closest town and 85km from the nearest major supermarket – it doesn’t have a shop, pub, or even another street.
“We are simply a school, surrounded by large farming properties,’’ he said.
“We are separated by distance, however we are extremely fortunate to have such a caring and supportive community who all want the school and the students within our school to succeed.
“One way of getting a dose of excitement usually comes when we see a pilot car driving down the highway during a lunch break.
“We all, staff and students, watch eagerly waiting to see what piece of machinery is making its way down the road that day.
“With the majority of our students growing up on farms, they are usually guessing what it could be before it gets in sight and unlike me, they are usually always right.’’
BEN MEIKLEJOHN, 29
Yuleba State School
Mr Meiklejohn has been principal at Yuleba since the start of 2022 and started his career in 2013 as a teacher aide at Wilsonton State School.
His first principal position was in 2021 at Bellenden Ker State School.
He said being a principal was not an ambition he always held.
“I always had the dream of being a PE teacher until I retired,’’ he said.
“It wasn’t until my principal at Balaclava provided me with some feedback from a classroom observation, when my focus changed.’’
He said being a principal was like trying to fly a plane while building it. He rates his biggest challenge as finding staff to fill vacancies.
“The amount of work behind the scenes to run a school is incredible,’’ he said.
“The Maranoa region is a unique place. Everyone is super friendly and always have time for a chat.
“Last year was particularly unique with all the wet weather.
“There were days when I had to send staff home early so they didn’t get flooded out and I had days where I had the whole school (to myself) because staff were flooded in.”
SELENA CUTTING, 32
Our Lady of the Sacred Heart Catholic Primary School, Springsure
Ms Cutting has been principal of Our Lady of the Sacred Heart Catholic Primary School since January 2022 and started in the profession as a classroom teacher at St Francis Xavier Catholic Primary School in West Mackay in 2012–2013.
Like most principals, she never imagined becoming one because she loved classroom teaching so much.
“I surprisingly found that progressing into leadership allowed me to continue my connection to the classroom, I was able to support teachers more than when I was in my own classroom and I had more of an influence on supporting the wellbeing of teachers,’’ she said.
“And as a principal of a small school, our ability to teach regularly in the classroom is significantly more accessible and I love it.
“In a small school being stretched across all areas of your school’s processes can be quite overwhelming, but it can also be very rewarding.’’
She said the school had a stunning view of Minerva Hills National Park (Virgin Rock).
“Our students are country children with kind hearts, they love playing with trucks, loaders and excavators in the sandpit during lunch and they really enjoy teaching any new teachers to Springsure about the cattle, cropping and mining industries,’’ she said.
One of her unusual challenges was learning how to fix burst pipes and bore water systems.
TRENT SHILLINGTON, 35
St Joseph’s Catholic Primary School, Barcaldine
Mr Shillington is in his second year in the role of principal at St Joseph’s after previously working as a classroom teacher for 13 years.
“The challenge of going straight from a classroom teacher role to a principal was something that I was a little nervous about,’’ he said.
“One bit of advice that someone gave me that I have in the forefront of my mind each day is to give myself time. Rome wasn’t built in a day.
“A great principal is someone who demonstrates integrity. They show care and compassion in all their daily interactions with both student, staff and parents.
“Communication is another skill a great principal needs to demonstrate each and every day.’’
He said the most wonderful part of leading the school was the community surrounding it.
“Barcaldine is a fantastic little town where everyone bands together to help provide opportunities for all,’’ he said.
“The biggest challenge of this role is at times the remoteness of the schools location.
“During my teaching career I have not lived in a small community so that experience is one that I am slowly getting use to.’’
MAGGIE GLYNN, 27
WOOLOOGA STATE SCHOOL
Ms Glynn has been principal at the school, northwest of Gympie, since September and was principal at Prairie state School for two-and-a-half years before that.
She was previously also served as a relieving principal in Boulia and Bedourie.
“I knew from a young age that I wanted to work with children, so education made the most sense,’’ she said.
“I never imagined myself in a leadership role, but as my career progressed I realised that school leadership would allow me to have the largest impact in the lives of children and their families.
“Principals in small schools wear many hats and juggle multiple tasks simultaneously.
“A great principal is an effective communicator and listener.
“They build strong relationships with staff, students and parents and inspire those around them. Great principals are approachable and understand their community.’’
FIONA STEVENS, 45
Tamborine Mountain College
Ms Stevens has been in her current role since the start of this year but began teaching at Tamborine Mountain College in 2002.
“I’m fortunate to have worked closely with the college’s former principal over the past few years and so was able to form a clear understanding of what the role entails,’’ she said.
“It has been an incredible experience so far. Our school is a great size, with only two classes per year level we are genuinely able to maintain the family-like feel that many schools aim for.
“The daily drive to school through rainforest and beautiful valleys instead of traffic is something special.’’
“Two of my short-term goals are to re-establish and grow the connection we have with our school community as we come out of Covid-19 pandemic restrictions and, secondly, to engage our students, staff and parents in the development of our college’s master planning vision.’’
BIANCA NUSS, 42
The Village School, Gold Coast
Ms Nuss founded The Village School Gold Coast in July, 2021 after five years of preparation and approval from the Non-State School Accreditation Board.
She was formerly a teacher at St Peters Lutheran College in Indooroopilly and at its Springfield campus.
“I founded a school with the motto ‘changing the face of learning’ and bringing a new option to the Gold Coast Education landscape,’’ she said.
“We began with seven families and nine students on that first day, and now we have over 70 families.
“One of my career highlights to date was being finalist for The Australian Education Excellence Awards as ‘Non-Government Primary School of the Year’ and ‘Non-Government Primary School Principal of the Year’ after only being open for six months.’’
She said that because the school deliberately had no green space, the students and teachers went outside to enjoy the delights of Coolangatta.
“We are surrounded by three surf lifesaving clubs, near numerous beaches, the Tweed River and get to watch the annual whale migration during our playtimes,’’ she said.
“I do dream of opening a high school, however I need to ensure we stabilise our growing primary school first.”
BROOKE CHUDLEIGH, 29
Mount Surprise State School
Ms Chudleigh has been principal of Mount Surprise State School for almost three terms, working in a different role at the school for 18 months (part-time) and at Mount Garnet State school before that.
“I have always worked for amazing principals who had incredible life experience which I felt really enhanced their ability to lead,’’ she said.
“But at my age, I had never met a young principal so it had never been on my radar as something that would be accessible in the near future.
“I knew it would be a huge undertaking, especially teaching full-time and in the first six months there was no other teacher to relieve for non-contact time or principal time due to staff shortages and being remote.’’
The northern wet season was also a challenge at her school.
“We have a 1pm finish on Fridays so families can get to appointments in town or get away to complete jobs over the weekend to avoid travelling in the dark,’’ she said.
“We have a school dog, Bella, who greets all the children and families, she is just another student, sitting on the seats with them at morning assembly and playing tiggy with them at lunch.
“The school is the hub of the community. It is the daily social event at drop off and pick up, it is where the students get to see their friends, its where the community members come to share and distribute news.’’
RELLA TAYLOR-BYRNE, 41
YMCA Vocational School, Brisbane
Ms Taylor-Byrne has been in the role since the beginning of 2023 and was previously Director of Performance Analytics (P-12) at Sheldon College from 2020-2022.
“At the end of the day, the principal is still part of the larger school leadership team,’’ she said.
“The roles within that team may have varied but the shared vision and desired outcomes remain the same. However, the paperwork has increased.
“At their very core, a great principal must be a compassionate, determined and resilient human being.’’
She said the unique school had 11 campuses throughout Queensland from Bundaberg to the southeast and was still growing.
“This means we have to be across many local communities and understand each of their unique environments, cultures, demographics, resources and needs,’’ she said.
“In light of the national teacher shortage crisis, we are also developing a staffing pipeline strategy to attract and retain quality teachers to our unique school sites.’’
SHANNON LEE, 38
All Souls St Gabriel’s School – Charters Towers
Mr Lee has been in the role for two years after teaching in Britain and elsewhere.
“I have always enjoyed leadership, I am motivated by seeing growth in staff and students,’’ Shannon said.
“Rural teaching certainly brings with it some challenges but, overwhelmingly, it brings with it many rewards.
“As a smaller school, teachers are able to get to know their students well and are comfortable in their company.’’
The school is not lacking in space, covering 45ha, which allows for a lot of extra-curricular activities.
“Our families are very supportive of the school, and many travel great distances to be part of the large range of opportunities available to both parents and students,’’ Shannon said.
“Our Past Student community is very active and are also strong supporters of the school.’’
The school has 200 boarders who call the school “home”.
“Around 40 per cent of our students are descendants of past students and are aware of their responsibilities to continue the school’s legacy.’’
KARA KREHLIK, 39
Rockhampton Girls Grammar School
Mrs Krehlik was appointed permanent principal at Rockhampton Girls Grammar School in November, 2021, after serving as Deputy Principal.
She began her teaching career in Cloncurry in 2007 where she met her husband, also a teacher, and they later worked at a number of regional Queensland schools.
“It is now our eighth year in Rockhampton. Marty (husband) and I are both principals and our boys are happy and settled in school, so it is well and truly home,’’ she said.
Mrs Krehlik is one of the few who always wanted to be a principal as she was inspired by her father, Randall Burow, and his father, Alwyn Burow, both of whom were also principals.
“My mother, Donna Burow, was a deputy principal so you could say that it’s in my DNA and I was destined for this profession,’’ she said.
“Since I was a young girl growing up in Goondiwindi, I have always aspired to be a school principal in a regional setting, as I love the sense of community and support it provides.’’
She said Rockhampton offered huge diversity to her students.
“There aren’t many places where students can go from learning to show and judge cattle, representing their school across the regional show circuit, to spending the day at Yeppoon or Great Keppel Island,’’ she said.
MELANIE LOOSMORE, 42
Clearview Christian College (Tannum Sands)
Ms Loosmore has been in the role since September, 2022 but the school’s inaugural year with students started on January 23.
“Honestly, principalship was not a role I ever actively pursued,’’ she said.
“However, when that door was opened I could not pass up the opportunity to apply to lead a brand new school in my hometown region of Boyne Tannum, in a very unique educational setting and with an innovative vision for education.’’
“I wear many hats daily. I am actively involved in school operations as well as in the classroom.’’
The school is a few hundred metres walk to the local beach, which it uses for its unique hybrid outdoor education learning model that promotes the theory of Place-Based education.
“One of the biggest challenges of the role to date has been the immense work required to launch the school,’’ she said.
“An incredible team of dedicated volunteers and educators are the reason the school was ready to commence at the start of this year.’’
“Clearview will continue to expand its year levels one grade at a time to senior secondary.’’
PETER THURECHT, 36
OUR LADY’S CATHOLIC PRIMARY SCHOOL, LONGREACH
Mr Thurecht is just over one year into his role after previously working as a teacher in the Gracemere region.
“I always had aspirations to be an assistant principal, as mentoring and supporting others in the profession is something I really enjoy,’’ he said.
“But being a principal wasn’t really on the radar until the opportunity to move to Longreach occurred.
“Being an assistant principal in a school of 320 students gave me a solid grounding to be prepared for the role as a principal.
“I grew up in Longreach and attended Our Lady’s as a student. It’s a pretty surreal feeling walking back through the gates as a principal now.
“The greatest reward of the role is watching students grow from young children into young adults when they leave primary school.
“We believe in the holistic development of the child at Our Lady’s and when students graduate, it’s great to speak with parents about their child’s journey across the years.’’
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