A life long educator with extensive experience with challenging students inside and outside the classroom. In 2009 Nicholas Bradford started his Restorative Justice education in VT. Working in therapeutic setting, schools, afterschool programs, and justice settings that has shaped a skill set that delivers a comprehensive Restorative Justice framework. Having worked with many schools and districts he has built a robust program that gives schools, educators, and students the skills and structures they need to create a culture of belonging and success inspite of conflict.
David holds a teaching certification in English Language Arts grades 7-12 and an MFA in creative writing. He has worked as an educator in Big Picture public high schools for the past eight years in Brooklyn, New York; Seattle, and now in the Bronx, where he is currently a Restorative Justice facilitator, dean and teaching coach.
An educator, restorative justice practitioner, and community organizer based in Seattle, WA. He is a fierce defender of youth--nourishing their intrinsic power, creativity, and resilience is his life's work. Michael has worked with marginalized youth across the country to tear down oppressive structures in their lives, re-imagine conflict, and re-engage in their education. He has designed music intervention programs for disengaged students in Boston, Colorado, and throughout South Seattle, using music as an access point for community-building, critical awareness, and passion-exploration.
Michael currently serves as a Project Manager at the National Center for Restorative Justice, helping schools transform their discipline systems and school climate into ones that foster belonging, connectedness, and healing. He organizes with the Jewish anti-occupation group IfNotNow, as well as with the Center for Race & Equity to dismantle institutional racism in Seattle Public Schools. Michael graduated with a Bachelor of Arts from Tufts University.
Born into a family of artists and educators, Hannah discovered early on that she was passionate about making a positive impact in education. She graduated from Pacific Lutheran University with a Bachelor’s in Music Education and spent 10 years teaching performing arts and student leadership in public K-12 schools and non-profit after-school youth programs. As a teacher, Hannah used a project-based learning approach that honored student interest and strengths and restorative practices to develop authentic relationships with students and cultivate a trusting classroom culture. She was consistently an advocate for amplifying and listening to student voice and creating opportunities for students to develop practice agency in their communities. She created systems of support, led professional workshops, produced all-school events and assemblies and served as a building leader. Through these experiences, the need for a broad redesign of schools in order to better serve disengaged students and ignite creativity in teachers became apparent. This led her to the Harvard Graduate School of Education where she earned a Master’s in Education in School Leadership and development.