Meet our leadership team

Jo completed her university studies at Downing College, Cambridge with a MA in Geography. Following on from two years working in industry, she obtained her PGCE from the University of Leeds.  

Jo becomes Principal of Durham, following a short period as its Head of Secondary. She has over 12 years of experience in senior leadership positions involving both secondary and primary provision, including several years experience as a Head of school for pupils age 3-18 years old. Jo is also an experienced international inspector, and has inspected schools across the world including in the UK, Hong Kong and Cyprus.  

Rachael Small is an experienced and committed school leader with over 20 years of experience in education, both in the UK and internationally. Originally from the Lake District town of Kendal, Rachael holds a degree in Sports Science, which first sparked her interest in child development and the role of wellbeing in learning. This foundation has shaped her holistic approach to education, placing equal value on academic progress, personal growth, and character development.

Rachael began her teaching career in an Ofsted-rated Outstanding primary school in the UK, where she developed a deep understanding of high quality teaching and learning. Her particular interest in early reading and phonics has informed much of her work, and she sees strong literacy as a key building block for future success. She is passionate about creating personalised learning experiences that recognise the unique needs, abilities, and potential of every child.

After a successful decade in UK classrooms, Rachael moved into international education, where she has held a variety of leadership roles. She is BSO Level 1 Inspector trained and has led across curriculum development, continuous provision, staff coaching, and school improvement initiatives. Her leadership style is calm, collaborative, and focused on building strong, positive relationships within the school community.

Rachael values the importance of inclusive practice and is especially interested in supporting multilingual learners. She embraces the rich cultural and linguistic diversity of the school, and is committed to ensuring all students feel seen, supported, and empowered to succeed.

As Vice Principal – Head of Primary at Durham School for Girls Doha, Rachael is proud to be part of a school that places values, wellbeing, and academic achievement at the heart of everything it does. She is honoured to work closely with Qatari families and lead a dedicated team of educators in creating a nurturing, high quality learning environment where every girl is encouraged to achieve her full potential.

Rebecca Saunders is a passionate British educator and senior leader with over 20 years of experience in teaching and education leadership across diverse school contexts. As Head of Secondary at Durham School for Girls, Doha, she is deeply committed to ensuring that every student is known, supported, and able to thrive through high-quality curriculum, teaching, and assessment.

Rebecca holds a BA (Hons) in Science and Education, Qualified Teacher Status, and the National Professional Qualification for Headship (NPQH). She is also a member of the Chartered College of Teaching, reflecting her ongoing dedication to professional excellence and research-informed practice that directly benefits student learning and outcomes.

A specialist in curriculum innovation and pedagogy, Rebecca has led the development of dynamic, inclusive curricula designed to meet the needs of every learner. Her work centres on creating engaging and meaningful learning experiences that inspire curiosity, build confidence, and challenge students to achieve their very best. She is passionate about ensuring that assessment is clear and purposeful, giving students and families accurate insight into progress and supporting timely, targeted intervention.

In addition to her academic leadership, Rebecca has extensive experience as a pastoral leader and as a lead for teaching and learning. She champions approaches that place student wellbeing at the heart of school life, ensuring that every student feels safe, valued, and empowered to flourish both academically and personally. Her work focuses on driving consistency and excellence in classroom practice so that all students experience high-quality teaching every day.

Rebecca is a strong advocate of evidence-informed teaching strategies, instructional coaching, and adaptive practice. She believes that when teachers are supported and continuously developed, students benefit from stronger learning experiences and improved outcomes. Her leadership includes the design and delivery of CPD programmes and quality assurance systems that keep student progress and achievement at the centre of school improvement.

A committed advocate of the growth mindset philosophy, Rebecca promotes resilience, reflection, and a love of learning in all students. She works to create a culture where students feel confident to embrace challenge, learn from mistakes, and take pride in their progress, regardless of their starting point.

At Durham School for Girls Doha, Rebecca’s leadership is focused on providing an exceptional student experience, ensuring that every girl is empowered to succeed, develop her strengths, and leave school ready to thrive in the next stage of her journey.

Stephanie completed her BA (Hons) in Music before obtaining her PGCE. She also holds a Master’s degree in Educational Leadership, awarded with Distinction. With over 20 years of experience in education, she has held a range of leadership positions across the UK, Hong Kong and the Gulf, specialising in wellbeing, safeguarding, pastoral care, school improvement and the Arts.

Stephanie joins Durham School for Girls Doha as Whole School Deputy Head (Wellbeing, Safeguarding and Enrichment). She has extensive experience leading whole-school wellbeing and safeguarding strategies, developing inclusive school cultures, and enhancing the personal development of students from Early Years through to Sixth Form. Passionate about creating environments where every individual feels valued, she works closely with senior leaders and colleagues to ensure pupils and their families experience a strong sense of belonging and are empowered to flourish both academically and personally.

In addition to her school leadership roles, Stephanie is an experienced executive coach, supporting leaders and colleagues to enhance professional effectiveness, wellbeing and organisational culture.

Somaia Mehana is a dedicated educator and visionary leader with extensive experience in the education sector, from classroom teaching to department head roles. Her passion for academic excellence, student empowerment, and collaborative leadership has driven her pursuit of the Director of Arabic Studies Vice Principal position at Durham School for Girls Doha.

Before joining Durham School for Girls Doha (DSGD), Somaia Mehana served as Head of Key Stage 3 Girls at Newton British Academy – Doha. In this role, she led and mentored a team of seven tutors, overseeing students in Years 7, 8, and 9. She played a crucial role in coordinating activities and assemblies, ensuring a well-rounded educational experience while fostering academic excellence and student growth. Her teaching expertise spanned English for Year 7 and Arabic as a foreign language for Years 7–9, demonstrating her ability to adapt her approach to support diverse learning needs.

Believing that leadership is about inspiration and empowerment, Somaia fosters strong relationships, a positive learning culture, and a shared vision. Her leadership philosophy is rooted in collaboration, empathy, and adaptability, ensuring that both students and teachers feel supported and valued.

She plays a pivotal role in preserving and promoting Qatari values and culture at DSGD. She is committed to integrating Qatari heritage into the school’s educational framework, ensuring that students develop a deep appreciation for their national identity while embracing academic excellence.

Through Arabic and Islamic Studies, she fosters a sense of pride, respect, and cultural awareness, helping students connect with their traditions while preparing them for a globalised world. Somaia actively collaborates with staff and parents to embed Qatari values in daily practices, encouraging students to uphold the principles of respect, integrity, and community that define Qatar. Her leadership strengthens the school’s commitment to cultural continuity, ensuring that DSGD remains a place where students not only excel academically but also carry forward the rich traditions and values of their nation.

Danielle Wilkinson is Deputy Head Academic within the Primary School. With over 20 years’ experience in education, she began her career in secondary schools in the UK before transitioning into primary education internationally. She has taught in the UK, Qatar, and Poland, focusing on curriculum design and classroom practice. Danielle holds a PGCE in Teaching, a PGCE in Learning Technology, and an MA in Education Practice. She has held leadership roles including Head of Year, Head of Department, and multiple curriculum leadership roles. Danielle is driven to provide a challenging and relevant curriculum for the girls, ensuring that all have the opportunity to achieve their potential.

Shanaz Gordan serves as the Deputy Head of Secondary - Academics, a senior leadership role she has held for the past three years. She earned her Bachelor of Education from the University of KwaZulu-Natal in Durban, South Africa, and holds a Master of Science in Multidisciplinary Studies from Buffalo State University, NYC. In 2015, she relocated to Qatar, where she has spent the last eleven years specialising as a secondary school Geography and Travel and Tourism teacher.

As a leader and educator, Shanaz is dedicated to a student-centered teaching philosophy, believing that the classroom should be a space where students are empowered to take control of their own learning. She is deeply passionate about fostering a collaborative, supportive school community and values building meaningful connections with both her colleagues and her students.

With more than a decade of international experience across Spain, the United Kingdom, and Qatar, I am an educational leader specialising in inclusion, neurodevelopment, and Special Educational Needs and Disabilities (SEND)

Gloria holds a Bachelor’s Degree in Speech and Language Therapy from the University of Castilla-La Mancha and after graduating top of my cohort and contributing to research neurodevelopment and, I completed a Master’s Degree in Neuropsychology and Education from the International University of La Rioja.

She began her career as a Speech and Language Therapist in Spain before later joining multidisciplinary therapeutic team within a specialist SEN school in the United Kingdom.

She later served as Executive Director of a non-profit organisation supporting autistic individuals and their families, leading educational and inclusion strategy, coordinating therapeutic provision and managing multidisciplinary teams.

Alongside her leadership roles, she has delivered professional training and conference presentations collaborating with public and private organisations, on inclusive school-based practices, behaviour management, and effective communication for individuals with disabilities and complex needs. 

Since relocating to Qatar in 2024, she has continued to advance inclusive education within an international schools, most recently as Assistant Head of Inclusion, supporting whole-school inclusion strategies and evidence-informed practices that improve outcomes for learners with diverse needs.

She is delighted to be joining Durham School for Girls Doha and look forward to contributing to its culture of excellence, ensuring that every student is empowered to achieve their full potential.

Originally studying law in Birmingham, Denice was drawn to advocacy, critical thinking, and justice. Her legal background strengthened her understanding of children’s rights—something that continues to influence her leadership in safeguarding, pastoral care, and student wellbeing. She is especially passionate about promoting Diversity, Equity, and Inclusion (DEI) in education, ensuring that every child feels seen, supported, and valued.

After completing her PGCE in Primary Education at Roehampton University, Denice gained broad experience in British curriculum schools across the UK and Qatar. Over the last decade, she has held key leadership roles including Head of Year, Key Stage Lead, Assistant Head, and Deputy Head. Throughout her career, she has been committed to developing the whole child—leading whole-school initiatives in pastoral care and safeguarding, developing robust support structures for students, improving PSHE programmes, and mentoring Early Career Teachers.

Denice’s passion for education was shaped early in life through the influence of inspiring teachers. A lifelong love of reading and storytelling inspired her to write children’s books, and as a published author, she now shares those stories with young learners around the world, often visiting schools during her travels to promote literacy and inspire children to see themselves as storytellers too.

Her commitment to high-quality education and school development extends beyond the classroom. Denice is a COBIS Peer Accreditor and has contributed to the preparation of schools for Ofsted, BSO, QNSA, and WASC inspections. This experience has positioned her as a confident leader of professional development, guiding colleagues in best practice and compliance.

Her qualifications include the NPQSL, Advanced Safeguarding, Mental Health First Aid, and Educational Policy.

With a passion for global learning and inclusion, Denice has travelled to over 50 countries, using each opportunity to connect with schools and communities. Her unique blend of legal knowledge, pastoral leadership, and storytelling makes her a dynamic educational leader—committed to creating safe, inclusive, and inspiring environments where all children can thrive and whose values resonate deeply with the ethos at ISP.

Kirsten Eaton joins Durham School for Girls Doha as Deputy Head of Secondary (Pastoral) and Designated Safeguarding Lead (DSL), bringing over 18 years of educational experience across the United Kingdom and Qatar.

Holding a degree in English Literature, Kirsten has held a range of teaching, middle leadership and senior leadership positions throughout her career. Prior to joining Durham, she served as Curriculum Director and Lead Pastoral Leader within a leading British international school in Qatar, providing strategic leadership across curriculum development, teaching and learning, student wellbeing and whole-school improvement.

Kirsten has extensive experience leading pastoral systems, safeguarding provision, student leadership, behaviour, attendance and personal development. Throughout her career, she has been committed to creating school cultures where high expectations, strong relationships and a shared sense of belonging enable every student to thrive. Her leadership combines a relentless focus on student outcomes with a deep commitment to ensuring that young people feel safe, supported and empowered to succeed.

Passionate about the role education plays in shaping both achievement and character, Kirsten believes that schools should develop confident, resilient and compassionate young people who are equipped to make a positive contribution to their communities and the wider world. She is particularly committed to fostering student leadership and ensuring that every learner is encouraged to fulfil their potential both academically and personally.

Kirsten is delighted to be joining the Durham community and looks forward to working alongside students, staff and families to support the continued success, wellbeing and growth of the school.

Somaia Mehana is a passionate educator and experienced leader, currently serving as Vice Principal and Director of Arabic Studies at Durham School for Girls Doha. With a background in teaching and departmental leadership, her work focuses on academic excellence, student empowerment, and fostering a collaborative learning environment. Prior to joining DSGD, she was Head of Key Stage 3 Girls at Newton British Academy – Doha, where she led a team of tutors and taught both English and Arabic as a foreign language, supporting diverse student needs.

At DSGD, Somaia plays a key role in promoting Qatari values and integrating national heritage into the curriculum. Through Arabic and Islamic Studies, she cultivates pride, cultural awareness, and respect among students. Her leadership is rooted in empathy and collaboration, working closely with staff and parents to instil values of integrity and community. Somaia’s vision ensures students thrive academically while remaining deeply connected to their cultural identity.

Denice originally studied law in Birmingham, where her passion for advocacy and justice laid the foundation for a career focused on safeguarding, student wellbeing, and Diversity, Equity, and Inclusion (DEI). After earning her PGCE in Primary Education from Roehampton University, she gained extensive experience in British curriculum schools in the UK and Qatar, holding leadership roles such as Head of Year, Assistant Head, and Deputy Head. Denice has led whole-school initiatives in pastoral care, PSHE, and mentoring, with a strong focus on nurturing the whole child.

Beyond the classroom, Denice is a COBIS Peer Accreditor and has supported schools through Ofsted, BSO, QNSA, and WASC inspections. A published children’s author and advocate for global learning, she has visited over 50 countries to promote literacy and inclusion. Her qualifications in NPQSL, advanced safeguarding, and educational policy reflect her commitment to creating safe, inclusive, and inspiring learning environments—values that align strongly with the ethos at ISP.

Driven by a passion for student wellbeing, Aisha Dauleh is dedicated to helping every learner feel heard, valued, and supported. Being born and raised in Qatar and having completed her schooling in Qatari schools bring her a deep understanding of the local culture and student experience, which she integrates into her counseling approach. Aisha has been working as a school counselor in Doha for the past five years and holds a degree in Psychology with Counseling Skills from Middlesex University. With experience supporting students across different year groups and both genders, she believes that meaningful change begins with simply listening and showing genuine care.