Lover of Lunch Duty: Dr. Tiffany Evans’s Journey to Purpose-Driven Work at SSFS

How do decades of experience in residential education shape an approach to community and connection? For Dr. Tiffany Evans, Assistant Head of Upper School at Sandy Spring Friends School (SSFS), it’s all about the students—specifically, building and supporting programs that meet the needs of each student while keeping their family connected to the educational process and supporting and empowering faculty. With a background in psychology, social work, and leadership in diverse educational settings, this former track star and co-head of school brings a wealth of experience to her role—and a deep appreciation for the School’s Quaker values. In the following excerpts from our recent conversation, Tiffany shares how her journey led her to SSFS, her true feelings about camping, why she loves lunch duty, and what deeply drives her work. 

You came to SSFS with a ton of experience in psychology and education. Tell us a bit about your educational and professional journey.

I’ve been a boarding and residential educator for about 25 years. After getting a full track scholarship to the University of New Orleans, I fractured my foot. The injury made me want to be closer to family, so I transferred to the University of Maryland, majored in Psychology, and coached track. 

After college, I moved to Cleveland and worked in a residential treatment facility for eight and a half years. I worked with children with severe emotional problems. And I was the director of a residential autism program, helping to transition children from a locked unit to a less restrictive environment. During that time, I went back to get my master’s in social work through an intensive weekend program at Case Western University.

When my dad got sick, I decided to come home and started working at the SEED School [of Maryland], a statewide public boarding school for middle and high schoolers. I started as the girls' manager, then became director of residential life, and ultimately was promoted to co-head of school. 

My 12 years at the SEED School were very rewarding. When my contract ended in August 2020, I decided to go back to school to get a doctorate in higher ed leadership. At the same time, I worked at an all-girls boarding school—Oldfields School in Sparks Glencoe, MD—as Dean of Students, and did housing for Lincoln Tech [a career training program for careers in automotive technology, health sciences, skilled trades, and culinary arts] as well.

What brought you to SSFS?

When I applied to SSFS, it was for a new position, but one I was familiar with from Oldfields: the Upper School Dean of Student Life, which included working in the dorm. I was attracted to the boarding program because of my previous experience in residential programs. I was also interested in other aspects of the role, like managing the advisory program and handling low-level discipline issues.

I was struck by how nice everyone at SSFS was. I liked the culture—it was clear that if you aren’t nice, you don’t fit. And when you come onto campus, it’s like there’s an invisible aura around the place—I felt this reverence for the space.

Now in your second year, what do you most appreciate about being at SSFS?

Since I’ve been promoted to assistant head of Upper School this year, I enjoy overseeing the dorm and forming relationships with the students and their families. My favorite aspects of the job are probably being 9th Grade Dean and guiding the advisory program. I love advisory—it’s one of the best ways for faculty to connect with students and their families in an intentional way. I’m excited to collaborate with the team to build the program out.

People often tell me I’m overqualified—that with a doctorate and many years of experience in education, I should be doing something different. I focus on how my previous experiences have prepared me for what I’m doing now. I’ve learned that if you’re happy, you’re happy.

You’re expected to be nice here—and if you aren’t, people aren’t afraid to say, ‘This is not who we are.’ I appreciate being in an environment where I’m at peace, SSFS is a place where you can grow—it's a good fit for anyone who wants to learn and develop. The relationships I have with my colleagues, the students, and the families are so important to me.

It’s exhausting work, but so rewarding and motivating. It’s a privilege to have such a significant impact on young people. The trust they put in me as a professional drives me—everything I do is in service to the students and families.

In what ways have you most impactfully experienced the Quaker SPICES [Quaker values of Simplicity, Peace, Integrity, Community, Equality, and Stewardship]?

I’m always thinking about the SPICES; they affect every part of our lives at SSFS. And I see the School’s motto, Let Your Lives Speak, especially when it comes to equity. 

I’m not religious, but I consider myself a spiritual person, and the level of spirituality here feels perfect. Whether students or adults, we learn to sit in stillness and peace, connect with our inner light, and take time to process and calm ourselves before responding. 

Even though I knew nothing about Quakerism before I arrived, I’m now on the Spiritual Life Committee and help to work on MFW [Meeting for Worship, a Quaker gathering involving sitting in quiet reflection and sharing thoughts as participants feel led]. I recently traveled to Philadelphia to do professional development and connect with other Quaker school leaders (through the Friends Council on Education) on best practices for MFW and how we can best support our students and families in practices like civil discourse during this time.

The SPICES even show up in daily interactions as you travel around campus, including lunch duty. In the Upper School, each of the administrators takes turns being on lunch duty, and I’m sad that I only get to do it one day a week! Early on, I found myself standing at the front of the lunch line, and that’s now my place. I greet students, asking how their day is, joking and laughing with them, and making sure they’re not cutting the line. There’s such a communal and respectful atmosphere at mealtime—even those serving the food are always smiling. Growing up, coming together over meals was really important, and I enjoy that community feel at SSFS.

Describe the SSFS community.

I attended Catholic school K-12—even though I’m not Catholic—and I had to wait for college to figure out who I was. This is the place where students are empowered to be their true, authentic selves. Often, when they arrive, they aren’t sure, but the environment allows them to become whomever they want. They wear creative clothing, and they speak with the adults in the community in a way that’s honest, direct, truthful, and curious.

As for my colleagues, in addition to being nice, they’re thoughtful and welcoming. They always check in on me, and I’m always invited into the spaces and conversations—I don’t feel any distance or hierarchy because of me being an administrator. Our teachers have so many things to do, yet they still communicate their respect and appreciation for the work that I do to make their jobs easier, from scheduling to programming to communication.

What makes SSFS’ Upper School special? 

It may sound corny, but Meredith [Shankle P ’22, Head of Upper School] makes the Upper School special—with her mere presence. Meredith’s been here a really long time. Like most good leaders, she flies under the radar, with no ego or need to be center stage. She’s intentional in doing the behind-the-scenes work, listening to faculty and staff to make necessary changes, and remembering why we’re here: the students. She’s just super kind—the kindest person I’ve ever worked with. Students and faculty have what they need in Meredith—they love to come to her office to talk to her because of how she makes them feel. 

And I enjoy and appreciate that the Upper School leadership team is flexible, collaborative, and intentional. We’re all very different, but we’re always on the same page in terms of putting student needs first. When Jim [Gagne, Upper School Dean of Students] recently shared that students wanted a longer Homecoming dance, even though that meant that all of us adults would need to stay out chaperoning later, it wasn’t a question—we were doing it.

Our goal is to make sure each student has the best experience possible, from choosing the best-fit advisor to planning an appropriately challenging academic program to stepping in with resources when challenges arise. I want families to know they’re not alone. We communicate and partner with families using an open grade book, the student’s advisor, and a calendar with tons of events. From academics to social-emotional programming, from Intersession [experiential service-learning program for students in Grades 9-12] to the difficult conversations that we facilitate, students really grow here.

Do you have a favorite memory at the School?

Each year, the 9th graders go to Camp Calleva. We do ropes courses, farm tours, and hikes. We go without normal bathrooms or showers, we sleep in tents, and the students don’t have their phones. It sometimes gets down to 40 degrees at night, and we have to bundle up. Even though I talk it up for months, it is way outside my comfort zone to go camping!

The last night of the trip, we sit around a bonfire and tell stories and discuss queries that have been posed. Many of the students have come up from SSFS’s Middle School, but a good 30-40 of them are new to the School and trying to find their way. I love when students share that they realize that they have a new friend or that they’ve bonded with someone in their tent. It’s when a lot of relationship-building happens.

Any final thoughts?

I’m still learning and growing. I still struggle when I make mistakes, but I’m committed to acknowledging them, apologizing when I’ve not been my best, and moving forward. This is a special place.

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

Upper School at SSFS    9th Grade Experience