Dancing Disciplinarian: Jim Gagne Reflects on the Quaker Values that Guide Every Conversation

How is discipline related to dancing? Upper School Dean of Students Jim Gagne connects the dots, from how he came to choreograph a dance piece for performance to his approach to decision-making and accountability with Upper School students and their families. This “Quakerly” Springer is full of surprises, including surprising himself—by how deeply Sandy Spring Friends’s values have become ingrained in his life, both on and off-campus. Read on for edited excerpts from our conversation with Jim.

Is it true you were a professional actor prior to working at SSFS? Tell us about your journey to becoming a Springer.
It’s true. I am dyslexic, and theater was the first place I found success in school. Prior to being at SSFS, I earned a BFA in actor training from the Hart School of Music and spent about 10 years working as a professional actor in the DC area. My first professional gig was just a half-mile from the SSFS campus, which brought me to this area.

During that time, I toured with a group of young actors, performing Shakespeare in schools and small venues. I eventually began teaching artist work and found I was leaning more toward education than acting.

In my early 30s, I applied for a teaching position at Edmund Burke School, where I spent seven years teaching theater full-time and directing after-school plays. I found myself drawn to the community-building aspects of theater, and eventually, I became more interested in school administration, particularly in student life and the dean’s office. 

I earned my master’s in education from the University of Texas at Arlington during the pandemic, which turned out to be a perfect time to pursue an online degree. Most of the people in my program were preparing to work in public schools, which tend to have a greater focus on data collection and analysis to guide decision-making. As a result, qualitative data analysis shaped a lot of my thinking about school administration—and this came in handy when one of my first projects at the School was to help re-envision the handbook with a focus on enhancing equity, informed by interviews with community members.

By late 2021, I was ready to move into administration and saw the opening for Upper School Co-Dean of Students at SSFS. I’ve been here ever since.

What initially attracted you to SSFS?
The school’s reputation for being a progressive institution stood out to me, particularly its emphasis on equity and self-analysis. As I learned more, I could tell that SSFS had a strong commitment to holding students accountable while also caring for them—and their families—deeply. That balance really resonated with me, especially as someone who enjoys both the discipline process and creating proactive curriculum.

And I love the School's motto, Let Your Lives Speak. It guides us to always think about how we can empower students to live authentically and create positive change in the world. At SSFS, no one gets lost. Teachers and staff are constantly asking, How do we individually serve the needs of this student? We take the time to see every student, to pull them in and support them, and to communicate openly with families. It’s a level of care you won’t find everywhere.

What keeps you here?
When I was new at SSFS, I was surprised by how passionate people were about this place—particularly about the SPICES and Quakerism, and the steadfast belief in finding that of God in everyone. Our community strongly believes that Quaker values should guide everything we do. 

I’m not a Quaker—but I suppose I’m “Quakerly.” As I work to instill Quaker values in students, they’re being instilled in me. Even at home with my family, I’m finding I increasingly allow my decisions to be influenced by simplicity [one of the Quaker SPICES], asking myself, What is really necessary? Every conversation here starts with values, and we make sure those values are central to the student experience.

Another thing I really appreciate is how SSFS utilizes the talent on campus. The School provides opportunities for everyone to grow. Colleagues who have been here for 20 years testify to being able to continually reinvent themselves. 

I experienced the virtually limitless opportunity first-hand in my first year when I was Co-Dean. I stepped in to teach dance when the School needed temporary coverage. Although I have lots of experience in the performing arts and took several dance courses in college, I had never been asked to serve as a standalone choreographer. Nonetheless, I ended up choreographing a piece for performance at the end of the year. That experience was when I really started feeling a part of the community.

Now, a significant part of my role is running the Intersession program [experiential service-learning program for students in Grades 9-12]. I’m incredibly passionate about it, and I feel honored to be stewarding something that’s woven into the fabric of this school. I have yet to meet an alum who doesn’t love talking about their Intersession memories—it’s such a central part of the Upper School experience.

How have you experienced the Quaker SPICES in action during your time at the School?
Through the discipline process. Being a dean is a really hopeful job because the vast majority of students who end up in my office are able to work through the decisions that brought them there. When I sit down with students and their families, I ask them to reflect on where their decisions diverged from the school's values—the values they themselves bought into when they came here.

It’s a more human place to start those conversations, which families seem to appreciate. We’re not just enforcing rules through the discipline process; we’re becoming partners in helping students align their choices with the values they believe in.

You’ve mentioned equity and inclusion more than once. How do you foster a sense of belonging for students?
On a practical level, I help organize events like dances and grade-specific gatherings—we’ve got a fantastic line-up of events this year, including Homecoming, movie nights, prom, and Community Day. But on a more personal level, I make an effort to be out and about on campus, getting to know students beyond the discipline process or more logistical interactions.

It’s important for students to know that adults on campus genuinely care about them and are listening. When you tell a student that you see something special in them, it can be incredibly powerful. I want them to know that they’re being seen—for who they are, and not just for their mistakes, but for the good decisions they make, too.

What do you most appreciate about the people of SSFS?
The students care deeply about this place. I’ve found that by nature, young people are passionate about big, global issues, which is great, but SSFS students are equally invested in making this campus a better place. The minute they walk on campus, they feel they’re part of our 60-plus-year history and are the keepers of that legacy. 

The faculty and staff here are collaborative and care deeply for students. When there’s a concern about a student or they feel a program could be improved, it feels like we almost have to hold them back from constantly innovating and going the extra mile—otherwise, they’ll be here until six or seven most nights!

Do you have a favorite memory from your time at SSFS?
At the end of my first year, which was a particularly challenging one due to the pandemic, we managed to host an indoor prom. It was a small event, limited to just our students. Toward the end of the night, three gigantic boys pulled me into the center of the dance circle. I’m not particularly shy, so I joined in—[laughing] I’m pretty sure I became a TikTok sensation that night.

Later, after the students left, Terrell [Davis, Middle School Humanities Teacher] kept DJing, and the faculty had their own dance party. Those were some really special moments of connection after such a hard year.

What excites you most about being part of the Upper School leadership team?
We’re at a point where we can continue building on the hard work of the past few years, especially in recovering from the pandemic. It’s an exciting time because we’re reenvisioning a lot of what we do, becoming more responsive and aware, and focusing even more on the needs of students and families. I’m working with colleagues who really want to be here and are willing to make sacrifices for the institution. I feel really heard by the organization, which is energizing.

I’m really excited about the stability and vision of the Upper School leadership. Meredith [Shankle, Head of Upper School] has been here a long time and is the perfect combination of pragmatism and care. She leads with her heart and has a nuanced vision, yet has a real sense of how things need to run from a day-to-day, functional perspective. I find that combination to be rare. 

We’re also really fortunate to have Tiffany [Evans, Assistant Head of Upper School] in her role—she brings a ton of experience from several other schools, including as an interim head of school. She’s really sharp, collaborative, and has lots of ideas about improving our academic program. And then there’s Candice [Ashton, Upper School Dean of Student Life and Assistant Director of Institutional Equity, Justice, and Belonging], who runs Torch [Upper School Student Government], handles lower-level discipline issues, and supervises the grade-level deans. She remains involved in college counseling [her previous role was Assistant Director of College Counseling] and between that and her role as an equity practitioner, she has her finger on the pulse of students and brings a wonderful range of perspectives to the table.

Since coming back from the pandemic, we’ve given a lot of leadership back to the students, renewing the prominence of their voices in many of the decisions we make. Empowering and elevating student voices is in the DNA of the School. I’m thankful that SSFS attracts young people who want to lean in to the community. This is an exciting time to be a Springer!

Stay tuned for more faculty and administrator highlights throughout the year!

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