Conflict Transformation, Restorative Practices, & Consulting for
Schools and universities are relational systems. When communication breaks down or conflict goes unaddressed, it can affect learning, belonging, staff capacity, leadership, retention, and the wider community.
We help K–12 schools, districts, colleges, and universities respond thoughtfully to current challenges while building the skills, practices, and internal capacity to navigate future conflict more effectively.
Whether you are strengthening school culture, developing restorative practices, preparing staff to lead difficult conversations, or navigating a current rupture, you do not need to know exactly which service you need before contacting us. We can help you identify a thoughtful and realistic place to begin.
We help educational communities build the capacity to navigate conflict, strengthen relationships, and create environments where people can learn and thrive.
Transform Conflict
Address conflict before it becomes entrenched—and help communities move forward when it already has. We support schools and campuses with restorative mediation, facilitated dialogue, conflict coaching, and practical approaches to accountability and repair.
Strengthen Culture & Belonging
Build the relationships and shared practices that help people feel connected, heard, and responsible for their community. We help educational communities strengthen communication, belonging, collaboration, and restorative approaches to everyday challenges.
Equip Restorative Leaders
Build internal capacity so educators, administrators, staff, and student leaders can navigate conflict with greater skill and confidence. Through training, coaching, and facilitated learning, we develop practical skills for difficult conversations, restorative dialogue, circles, and conflict transformation.
Navigate Difficult Conversations & Complexity
Create thoughtful, well-held spaces for conversations that are difficult to have but important to address. We facilitate dialogue around community tension, competing perspectives, institutional change, identity and belonging, and other complex issues affecting schools and campuses.
Build Sustainable Programs & Systems
Move restorative practice beyond a one-time training. We help schools, districts, and higher education institutions design programs, strengthen policies and practices, develop implementation plans, and build the internal capacity needed for restorative approaches to take root.
Educator and restorative practitioner with more than twenty years of experience supporting schools, youth-serving organizations, and mission-driven nonprofits.
Roy’s work focuses on helping communities strengthen relationships, build trust, navigate conflict, and create cultures characterized by belonging, accountability, and shared leadership.
Roy has served as a teacher, curriculum writer, school leader, youth development professional, trainer, and coach. He previously led UTEC’s Alternative Diploma Program, where he helped build a community-based high school serving young people facing significant barriers to success. He has also worked with public schools, education collaboratives, and alternative education programs to implement restorative practices, develop student leadership, and support positive school culture.
Most recently, Roy served as Restorative Practices and Student Leadership Development Specialist for Watertown Public Schools and as a trainer and coach with the Center for Restorative Justice. Through these roles, he has trained educators, school leaders, and youth workers in restorative approaches that foster connection, engagement, accountability, and belonging.
In addition to his professional experience, Roy brings the perspective of a parent of a neurodiverse middle school student. This experience has deepened his commitment to creating inclusive learning environments that honor diverse strengths, support authentic participation, and ensure that all young people feel seen, valued, and connected.
Restorative practitioner, behavior interventionist, school caseworker, restorative program designer.
Briana Mangram grew up in Syracuse, New York, where she developed an early passion for understanding human behavior, relationships, and community connection. She attended the University of Connecticut, earning a Bachelor of Arts in Psychology and Human Development and Family Studies. Briana was first introduced to restorative practices while working as a Behavior Interventionist with the Syracuse City School District. In that role, she witnessed the power of relationship-centered approaches to support students, repair harm, and strengthen school communities. She currently serves as a School Caseworker with the Ellenville Central School District, where she actively implements restorative practices throughout the district. Alongside the Assistant Principal, Briana helped develop and implement a 6th–12th grade Mentorship Program designed to foster leadership, accountability, connection, and positive student relationships. Briana is currently pursuing a Master of Science in Restorative Practices through the International Institute for Restorative Practices. She is passionate about creating supportive school environments rooted in belonging, voice, accountability, and community healing.
Restorative justice practitioner and restorative program designer with over 20 years of experience working in K-12 and higher ed. Founder of Baxter Academy.
Moises “Mo” Nuñez brings more than 20 years of experience in public education and restorative practice. He currently serves as the Director of THRIVE at Bowdoin College. Since receiving restorative justice training while working with incarcerated youth in 2002, Mo has integrated restorative approaches across public and independent schools, universities, educational nonprofits, and alternative programs for young people. He began leading restorative practice trainings in 2009 and is a cofounder of Baxter Academy, a STEM high school in Portland, Maine.
Mo is currently completing his PhD dissertation in Education at the University of New Hampshire, examining the role of listening in restorative practice within public high schools. His goal is to develop a practical framework that classroom educators can integrate into their everyday work.
Restorative justice practitioner specializing in K-12 and leadership development, mediator, Founder of Sea Blue Company.
Maura Smith Stein is a Certified Restorative Justice Practitioner through Suffolk University, a trained mediator through the Cornell University ILR School and President and Founder of Sea Blue Company. She has more than 20 years of experience designing and leading inclusive educational, restorative, vocational, and workforce development initiatives with and for neurodiverse individuals. For more than 25 years, she has worked with youth, educators, families, and community organizations to create safe, inclusive, intergenerational spaces that foster connection, belonging, learning, and community.
Maura specializes in helping neurodiverse schools, educational programs, and community organizations embed restorative justice into the fabric of their systems and culture. Rather than viewing restorative justice as a stand-alone program, she partners with organizations to integrate restorative practices into leadership, classrooms, student support, workforce development, policies, and everyday relationships.
Recognizing that every organization is unique, Maura customizes every restorative justice and conflict resolution service to meet each client’s culture, strengths, needs, and goals. She believes in meeting clients where they are and building practical, sustainable restorative systems that grow with the community.
Her work includes restorative justice circles, mediation, conflict coaching, leadership development, and professional learning. She has partnered with public and private schools, higher education, vocational and transition programs, Neuro-diverse agencies and schools, state agencies, and nonprofit organizations, including organizations serving individuals connected to DCF, DDS, DMH, and DYS.
Maura also developed and taught Aging with Connection, a Life Long Learning course at Cape Cod Community College exploring purpose, belonging, healthy relationships, and community engagement throughout the aging process. Her work reflects a commitment to fostering connection throughout the lifespan, strengthening relationships within and between generations, and creating communities where everyone feels seen, heard, and valued.
Restorative justice facilitator, trainer, circle keeper, and community catalyst building partnerships to promote inclusivity and engagement in K-12 education.
Addison Simms earned a Master of Arts in Restorative Justice from Vermont Law and Graduate School in 2024. He began working as a restorative justice facilitator with the Center for Children’s Rights in 2021 and has since facilitated circles in a wide range of settings, including after-school programs, detention centers, NICU parent groups, and prosecution teams. He has also contributed to initiatives to strengthen engagement, communication, and collaboration between law enforcement and local communities.
Addison’s work includes mediating community conferences involving children under school threat review and adolescents affected by cycles of community violence, including young people from rival groups. He currently serves as a project director, providing restorative-practice training and support to colleagues, and demonstrating restorative justice practices within the University of North Florida’s School of Social Work.
Addison Simms earned a Master of Arts in Restorative Justice from Vermont Law and Graduate School in 2024. He began working as a restorative justice facilitator with the Center for Children’s Rights in 2021 and has since facilitated circles in a wide range of settings, including after-school programs, detention centers, NICU parent groups, and prosecution teams. He has also contributed to initiatives to strengthen engagement, communication, and collaboration between law enforcement and local communities.
Addison’s work includes mediating community conferences involving children under school threat review and adolescents affected by cycles of community violence, including young people from rival groups. He currently serves as a project director, providing restorative-practice training and support to colleagues, and demonstrating restorative justice practices within the University of North Florida’s School of Social Work.
Director of Restorative Practices at Boston Public Schools, Founder of Unity Circles
Restorative practices for higher ed, conflict coaching, mediation, and leadership development.
SJ Tinker brings extensive experience in restorative practice, conflict coaching, mediation, and leadership development in higher education. Through Bowdoin College’s Office of Residential Life, SJ works closely with student leaders to navigate conflict, strengthen communication, and build healthier residential communities.
SJ completed Bill Logue’s mediation training through the University of Southern Maine and previously spent a decade in outdoor education with the Bowdoin Outing Club, NOLS, and Colby College. Their work is grounded in a lifelong commitment to helping people move through impasse and find constructive ways forward.
SJ Tinker brings extensive experience in restorative practice, conflict coaching, mediation, and leadership development in higher education. Through Bowdoin College’s Office of Residential Life, SJ works closely with student leaders to navigate conflict, strengthen communication, and build healthier residential communities.
SJ completed Bill Logue’s mediation training through the University of Southern Maine and previously spent a decade in outdoor education with the Bowdoin Outing Club, NOLS, and Colby College. Their work is grounded in a lifelong commitment to helping people move through impasse and find constructive ways forward.
Specialist in restorative practices for higher education, student affairs, and leadership training.
Jimmy has worked in student affairs since 2017, supporting college students as they navigate conflict, engage difficult conversations, and develop greater self-awareness. In 2021, he completed a 40-hour training in restorative practices and circle keeping.
At Bates College, Jimmy oversaw the restorative practices program, including student-leader training, circles, facilitated conversations, mediation, and conflict coaching. He now oversees the restorative practices program at Bowdoin College.
Restorative practitioner specializing in education and inclusivity for over 20 years; facilitator, mediator, conflict coach.
J D. Fergus is a Network Managing Director of Restorative Practice at Phoenix Charter Academy. He has 23 years of experience in education. In his role at Phoenix, he has worked across their high school network that includes three schools in Massachusetts (Chelsea, Lawrence and Springfield) to share the philosophy of Restorative Justice and implement Restorative Practices into school culture.
Prior to Joining Phoenix in 2018, J D. spent four years as Restorative Justice Coordinator among other leadership roles at Prospect Hill Academy. As RJC, J D. provided support, accountability and coaching, to faculty and staff through the use of Restorative Practices, such as classroom agreements, circle practice, consensus agreements and re-entry processes.
In 2017, J D. joined the Center for Restorative Justice. As their Lead Trainer, he has served as consulted with several schools throughout Massachusetts as they have worked on strategy and implementation of Restorative Practices.
He attended Wheaton College for his bachelor’s degree in History then Tufts University for his master’s in Education. He started his education career at Fenway High School, a Boston Public School and his former high school. He has contributed to education communities such as Eliot K-8, Greater Egleston Community High School, Uncommon Schools, and Prospect Hill Academy Charter School. He currently lives in Massachusetts with his wife and three children.
Restorative justice specialists with more than a decade of experience in restorative justice facilitation, training, coaching, and organizational support
Colette Lima brings more than a decade of experience in restorative justice facilitation, training, coaching, and organizational support. She has designed and led trainings and talking circles in schools, community-organizing spaces, faith-based organizations, and nonprofits, helping groups strengthen communication, navigate conflict, and build collaborative practices grounded in their values.
A former classroom educator, Colette’s approach is rooted in the belief that the people closest to a challenge should be meaningfully involved in shaping the solution. She has consulted with school districts, coached leaders, facilitated difficult conversations, and supported organizations through conflict and change with an emphasis on relationships, shared responsibility, and collective problem-solving.
Educator, community engagement specialist, mediator, and restorative justice practitioner with over 15 years of experience cultivating trusted relationships across education, government, and community sectors.
Tisha Carter Smith is an educator, certified mediator, and restorative justice practitioner with over 15 years of experience cultivating trusted relationships, facilitating conflict transformation, and driving equity-centered learning across government, higher education, and community sectors. Tisha holds a Master of Arts in Teaching from Drake University with endorsements in All Social Studies and English as a Second Language (ESL), along with a Graduate Certificate in Alternative Dispute Resolution (ADR) from George Mason University / BARBRI. Throughout her career in K–12 public schools, community colleges, and private universities—including Drake University, Des Moines Area Community College, Central College, and Simpson College—Tisha has specialized in social justice pedagogy, adult learning principles, experiential fieldwork, and building inclusive pathways for underrepresented, first-generation, and multilingual student cohorts.
Most recently, as Equity Liaison and Community Impact Specialist for the City of Des Moines, Tisha designed the city’s Community Mediation initiative, utilizing interest-based negotiation and restorative frameworks to address community conflict and foster accountability. Her work bridges systemic policy reform with hands-on practice, including facilitating restorative circles with justice-impacted adults, leading multi-institutional higher education coalitions, and chairing diversity and equity subcommittees for regional healthcare and arts boards. Tisha is deeply committed to building practical, sustainable restorative frameworks that empower emerging leaders, strengthen community resilience, and foster deep intergenerational belonging.
Conflict resolution and dispute resolution professional with over 20 years of experience supporting individuals and communities across education, law enforcement, courts, and community-based organizations.
Kate Miller is a conflict resolution and dispute resolution professional with over 20 years of experience supporting individuals and communities across education, law enforcement, courts, and community-based organizations. A Certified Anger Management Specialist, Court Certified Domestic Violence Provider, and Victim Advocate, Kate brings a thoughtful and compassionate approach to mediation, crisis intervention, and trauma-informed care. She holds a MA in Dispute Resolution and a BA in Counseling.
Throughout her career, Kate has been deeply committed to the principles of restorative justice, consistently integrating these practices to foster accountability, healing, and meaningful dialogue. She is passionate about helping people navigate complex conflicts—whether interpersonal or systemic—and has extensive experience working within multi-agency environments.
Kate’s work focuses on building collaborative, practical solutions that prioritize safety, accountability, and opportunities for genuine restoration and long-term positive outcomes.
We partner with public, independent, charter, and alternative schools seeking to strengthen school culture, staff capacity, student belonging, restorative discipline, and responses to conflict.
Supporting academic departments, student-affairs teams, residence-life programs, conduct offices, faculty groups, and campus leaders navigating conflict, change, community dialogue, and restorative implementation.
Supporting school resource officers, safety teams, and other youth-facing professionals in building relationships, navigating conflict, responding to challenging situations, and strengthening collaboration with students, families, schools, and community partners.
Supporting teachers, faculty members, student-support professionals, and staff teams experiencing communication challenges, recurring tension, difficult working relationships, or a need for stronger shared practices.
We help superintendents, principals, deans, senior leaders, and governing boards approach conflict, accountability, decision-making, and organizational change with greater clarity and skill.
Working with professionals responsible for student development, behavioral response, residence life, student conduct, belonging, and campus community to build developmentally responsive and restorative approaches.
Facilitating collaboration among schools, families, student groups, community organizations, and institutional partners that need to work across different roles, expectations, and perspectives.
Training & Professional Development
We provide practical, experiential learning for educators, faculty, staff, administrators, boards, student leaders, and community partners. Training is customized around each learning community’s unique needs, context, and goals
Consulting, Program Design, & Implementation
We help schools and universities assess readiness, clarify goals, design restorative programs and practices, prepare leaders, align policies and procedures, and build realistic implementation plans.
Circle Keeper & Facilitator Development
We prepare educators, staff members, student-support professionals, and internal leaders to facilitate proactive circles and other appropriate restorative processes with greater skill and consistency.
Facilitation, Circle Process, & Community Dialogue
We facilitate staff conversations, student dialogues, retreats, community listening sessions, departmental processes, reentry meetings, shared agreement development, and school- or campus-wide reflection.
Restorative Mediation
We provide carefully prepared, voluntary processes for appropriate student, staff, faculty, family, and institutional conflicts requiring greater understanding, accountability, boundaries, or possibilities for repair.
Conflict & Leadership Coaching
We offer confidential support for educators, administrators, faculty members, staff, students, and leaders preparing for difficult conversations, navigating conflict, or strengthening restorative leadership practices.
Circle process creates structured opportunities for students and adults to build community, reflect, listen, establish agreements, participate in decisions, and respond thoughtfully to conflict.
I-IMAGINE is RJI’s framework for transforming conflict and building restorative culture. It helps groups understand deeper patterns, explore accountability, generate possibilities, create practical plans, and establish healthier norms.
Brave Talk develops the skills needed for difficult conversations, including self-awareness, deep listening, constructive feedback, emotional regulation, curiosity, and communication across difference.
Commonweave offers sustained support for schools and campuses seeking more than a single training. Partnerships may combine assessment, leadership advising, staff development, facilitated engagement, implementation support, and internal capacity-building.
An engagement may begin with a workshop, consultation, coaching session, facilitated conversation, or circle. It may also grow into a phased partnership that addresses immediate concerns while building longer-term restorative capacity.
You don’t need to have it all figured out. We will work with you to develop an approach that reflects your community, goals, readiness, and available resources.
Educator and restorative practitioner with more than twenty years of experience supporting schools, youth-serving organizations, and mission-driven nonprofits.
Roy’s work focuses on helping communities strengthen relationships, build trust, navigate conflict, and create cultures characterized by belonging, accountability, and shared leadership.
Roy has served as a teacher, curriculum writer, school leader, youth development professional, trainer, and coach. He previously led UTEC’s Alternative Diploma Program, where he helped build a community-based high school serving young people facing significant barriers to success. He has also worked with public schools, education collaboratives, and alternative education programs to implement restorative practices, develop student leadership, and support positive school culture.
Most recently, Roy served as Restorative Practices and Student Leadership Development Specialist for Watertown Public Schools and as a trainer and coach with the Center for Restorative Justice. Through these roles, he has trained educators, school leaders, and youth workers in restorative approaches that foster connection, engagement, accountability, and belonging.
In addition to his professional experience, Roy brings the perspective of a parent of a neurodiverse middle school student. This experience has deepened his commitment to creating inclusive learning environments that honor diverse strengths, support authentic participation, and ensure that all young people feel seen, valued, and connected.
Restorative practitioner, behavior interventionist, school caseworker, restorative program designer.
Briana Mangram grew up in Syracuse, New York, where she developed an early passion for understanding human behavior, relationships, and community connection. She attended the University of Connecticut, earning a Bachelor of Arts in Psychology and Human Development and Family Studies. Briana was first introduced to restorative practices while working as a Behavior Interventionist with the Syracuse City School District. In that role, she witnessed the power of relationship-centered approaches to support students, repair harm, and strengthen school communities. She currently serves as a School Caseworker with the Ellenville Central School District, where she actively implements restorative practices throughout the district. Alongside the Assistant Principal, Briana helped develop and implement a 6th–12th grade Mentorship Program designed to foster leadership, accountability, connection, and positive student relationships. Briana is currently pursuing a Master of Science in Restorative Practices through the International Institute for Restorative Practices. She is passionate about creating supportive school environments rooted in belonging, voice, accountability, and community healing.
Restorative justice practitioner and restorative program designer with over 20 years of experience working in K-12 and higher ed. Founder of Baxter Academy.
Moises “Mo” Nuñez brings more than 20 years of experience in public education and restorative practice. Since receiving restorative justice training while working with incarcerated youth in 2002, he has integrated restorative approaches across public and independent schools, universities, educational nonprofits, and alternative programs for young people. He began leading restorative practice trainings in 2009 and is a cofounder of Baxter Academy, a STEM high school in Portland, Maine.
Mo is currently completing his PhD dissertation in Education at the University of New Hampshire, examining the role of listening in restorative practice within public high schools. His goal is to develop a practical framework that classroom educators can integrate into their everyday work.
Restorative justice practitioner specializing in K-12 and leadership development, mediator, Founder of Sea Blue Company.
Maura Smith Stein is a Certified Restorative Justice Practitioner through Suffolk University and a trained, practicing mediator. She has worked across schools, state agencies, and community-based organizations, facilitating restorative justice circles, mediations, conflict coaching, and staff trainings.
Her work focuses on creating structured, inclusive spaces where individuals and groups can strengthen communication, navigate conflict, and practice accountability with dignity. She has facilitated and trained in public schools, transitional and vocational programs, and organizations connected to systems including DCF, DDS, DMH, and DYS. She has also trained youth and adults across Massachusetts through grant-funded initiatives and statewide programming.
Through her organization, Sea Blue Company, Maura integrates restorative justice into organizational culture, leadership development, and workforce programming. Her approach is grounded in equity, cultural awareness, and thoughtful implementation within systems that are often inequitable.
Maura Smith Stein is a Certified Restorative Justice Practitioner through Suffolk University and a trained, practicing mediator. She has worked across schools, state agencies, and community-based organizations, facilitating restorative justice circles, mediations, conflict coaching, and staff trainings.
Her work focuses on creating structured, inclusive spaces where individuals and groups can strengthen communication, navigate conflict, and practice accountability with dignity. She has facilitated and trained in public schools, transitional and vocational programs, and organizations connected to systems including DCF, DDS, DMH, and DYS. She has also trained youth and adults across Massachusetts through grant-funded initiatives and statewide programming.
Through her company, Sea Blue Company, Maura integrates restorative justice into organizational culture, leadership development, and workforce programming. Her approach is grounded in equity, cultural awareness, and thoughtful implementation within systems that are often inequitable.
Restorative justice facilitator, trainer, circle keeper, and community catalyst building partnerships to promote inclusivity and engagement in K-12 education.
Addison Simms earned a Master of Arts in Restorative Justice from Vermont Law and Graduate School in 2024. He began working as a restorative justice facilitator with the Center for Children’s Rights in 2021 and has since facilitated circles in a wide range of settings, including after-school programs, detention centers, NICU parent groups, and prosecution teams. He has also contributed to initiatives to strengthen engagement, communication, and collaboration between law enforcement and local communities.
Addison’s work includes mediating community conferences involving children under school threat review and adolescents affected by cycles of community violence, including young people from rival groups. He currently serves as a project director, providing restorative-practice training and support to colleagues, and demonstrating restorative justice practices within the University of North Florida’s School of Social Work.
Addison Simms earned a Master of Arts in Restorative Justice from Vermont Law and Graduate School in 2024. He began working as a restorative justice facilitator with the Center for Children’s Rights in 2021 and has since facilitated circles in a wide range of settings, including after-school programs, detention centers, NICU parent groups, and prosecution teams. He has also contributed to initiatives to strengthen engagement, communication, and collaboration between law enforcement and local communities.
Addison’s work includes mediating community conferences involving children under school threat review and adolescents affected by cycles of community violence, including young people from rival groups. He currently serves as a project director, providing restorative-practice training and support to colleagues, and demonstrating restorative justice practices within the University of North Florida’s School of Social Work.
Director of Restorative Practices at Boston Public Schools, founder of Unity Circles
Restorative practices for higher ed, conflict coaching, mediation, and leadership development.
SJ Tinker brings extensive experience in restorative practice, conflict coaching, mediation, and leadership development in higher education. Through Bowdoin College’s Office of Residential Life, SJ works closely with student leaders to navigate conflict, strengthen communication, and build healthier residential communities.
SJ completed Bill Logue’s mediation training through the University of Southern Maine and previously spent a decade in outdoor education with the Bowdoin Outing Club, NOLS, and Colby College. Their work is grounded in a lifelong commitment to helping people move through impasse and find constructive ways forward.
SJ Tinker brings extensive experience in restorative practice, conflict coaching, mediation, and leadership development in higher education. Through Bowdoin College’s Office of Residential Life, SJ works closely with student leaders to navigate conflict, strengthen communication, and build healthier residential communities.
SJ completed Bill Logue’s mediation training through the University of Southern Maine and previously spent a decade in outdoor education with the Bowdoin Outing Club, NOLS, and Colby College. Their work is grounded in a lifelong commitment to helping people move through impasse and find constructive ways forward.
Specialist in restorative practices for higher education, student affairs, and leadership training.
Jimmy has worked in student affairs since 2017, supporting college students as they navigate conflict, engage difficult conversations, and develop greater self-awareness. In 2021, he completed a 40-hour training in restorative practices and circle keeping.
At Bates College, Jimmy oversaw the restorative practices program, including student-leader training, circles, facilitated conversations, mediation, and conflict coaching. He now oversees the restorative practices program at Bowdoin College.
Community engagement specialist, mediator, and restorative justice practitioner with over 15 years of experience cultivating trusted relationships across government, education, and community sectors.
Tisha N. Carter-Smith is a dedicated community engagement and restorative justice professional with over 15 years of experience cultivating trusted relationships across government, education, and community sectors to improve public safety and strengthen neighborhood partnerships. As the former Community Impact and Relations Liaison for the City of Des Moines, Tisha led the design and implementation of the city’s Community Mediation Program, utilizing restorative practices to foster community trust and resolve conflict. Her extensive work with public safety agencies includes developing and delivering implicit bias training for the Des Moines Police Department and spearheading research-based recommendations to advance equitable policing and community-centered service delivery.1
Tisha’s consulting expertise is supported by advanced credentials in law enforcement equity and conflict resolution, including a Graduate Certificate in DEI in Law Enforcement from Widener University, a Certificate in Alternative Dispute Resolution from George Mason University, and an Executive Certificate in Diversity & Inclusion from Cornell University. By integrating these specialized qualifications with deep experience in trauma-informed engagement and cross-sector collaboration, Tisha offers a comprehensive approach to training and consulting that prioritizes dignity, accountability, and the meaningful repair of harm within the restorative justice field.
Conflict resolution and dispute resolution professional with over 20 years of experience supporting individuals and communities across education, law enforcement, courts, and community-based organizations.
Kate Miller is a conflict resolution and dispute resolution professional with over 20 years of experience supporting individuals and communities across education, law enforcement, courts, and community-based organizations. A Certified Anger Management Specialist, Court Certified Domestic Violence Provider, and Victim Advocate, Kate brings a thoughtful and compassionate approach to mediation, crisis intervention, and trauma-informed care. She holds a MA in Dispute Resolution and a BA in Counseling.
Throughout her career, Kate has been deeply committed to the principles of restorative justice, consistently integrating these practices to foster accountability, healing, and meaningful dialogue. She is passionate about helping people navigate complex conflicts—whether interpersonal or systemic—and has extensive experience working within multi-agency environments.
Kate’s work focuses on building collaborative, practical solutions that prioritize safety, accountability, and opportunities for genuine restoration and long-term positive outcomes.
Restorative practitioner specializing in education and inclusivity for nearly 20 years; facilitator, mediator, conflict coach.
J D. Fergus is a Network Managing Director of Restorative Practice at Phoenix Charter Academy. He has 18 years of experience in education. In his role at Phoenix, he has worked across their high school network that includes three schools in Massachusetts (Chelsea, Lawrence and Springfield) to share the philosophy of Restorative Justice and implement Restorative Practices into school culture.
Prior to Joining Phoenix in 2018, J D. spent four years as Restorative Justice Coordinator among other leadership roles at Prospect Hill Academy. As RJC, J D. provided support, accountability and coaching, to faculty and staff through the use of Restorative Practices, such as classroom agreements, circle practice, consensus agreements and re-entry processes.
In 2017, J D. joined the Center for Restorative Justice. As their Lead Trainer, he has served as consulted with several schools throughout Massachusetts as they have worked on strategy and implementation of Restorative Practices.
He attended Wheaton College for his bachelor’s degree in History then Tufts University for his master’s in Education. He started his education career at Fenway High School, a Boston Public School and his former high school. He has contributed to education communities such as Eliot K-8, Greater Egleston Community High School, Uncommon Schools, and Prospect Hill Academy Charter School. He currently lives in Massachusetts with his wife and three children.
Conflict resolution and dispute resolution professional with over 20 years of experience supporting individuals and communities across education, law enforcement, courts, and community-based organizations.
Colette Lima brings more than a decade of experience in restorative justice facilitation, training, coaching, and organizational support. She has designed and led trainings and talking circles in schools, community-organizing spaces, faith-based organizations, and nonprofits, helping groups strengthen communication, navigate conflict, and build collaborative practices grounded in their values.
A former classroom educator, Colette’s approach is rooted in the belief that the people closest to a challenge should be meaningfully involved in shaping the solution. She has consulted with school districts, coached leaders, facilitated difficult conversations, and supported organizations through conflict and change with an emphasis on relationships, shared responsibility, and collective problem-solving.
