School Discipline Reform Certificate

Miranda Johnson is a Clinical Professor of Law at Loyola University Chicago School of Law and the director of Loyola’s Education Law and Policy Institute.  She teaches experiential learning classes in education law and supervises law students in the representation of parents and students in school discipline and special education cases.  She has presented in various settings on prevention-oriented approaches to school discipline and organized training programs for school administrators on school discipline issues.  Prior to working at Loyola, she was a staff attorney at Advocates for Children of New York, an organization promoting access to better educational services for New York City school children.  She holds a JD from New York University School of Law and a Master in Public Affairs from Princeton University’s Woodrow Wilson School of Public and International Affairs.  Before law school, she taught social studies at a residential high school in Colorado and conducted research in Tanzania on a Fulbright Scholarship.

Sarah-Bess Dworin is Director of Restoring Community, a holistic culture and climate partner for schools and community-based organizations. Through this work, Dworin supports partners to implement interventions that decrease suspension, increase student engagement, and strengthen relationships throughout the community. As Steering Committee Member of the Transforming School Discipline Collaborative, Sarah-Bess partners with an interdisciplinary team supporting districts throughout Illinois to implement equitable and non-exclusionary discipline practices. She is an adjunct faculty member at Loyola University Chicago Law School and teaches a course in Restorative Justice for the Certificate in School Discipline Reform.

The former Director of Curriculum and Instruction at Umoja Student Development Corporation, Dworin founded the professional development team and managed the design and production of multiple curricula, including a text supporting In School Disciplinary Interventions and "Umoja Seminar, a 4-year long daily social and emotional learning course for high schools. A former youth outreach worker in Chicago, Ms. Dworin received her MAT from the Teacher's College at Columbia University and taught at Bronx Lab High School in Bronx, NY for 5 years. Other curriculum and youth development publications include "Adolescent War Trauma and the Path Toward Healing in Northern Ireland," 2001, and "Khmer Youth Association Women’s Empowerment Experiential Curriculum," 2011.

Anna Hamilton is a special education administrator in Maine Township District 207. Dr. Hamilton is a dually licensed school and clinical psychologist in Illinois and currently oversees the public day school in the District 207, Frost Academy. Frost Academy serves students with significant emotional and behavioral challenges. The program is centered around cultivating a positive school community and strong relationships with the students and families they have the privilege of serving. Dr. Hamilton has engaged in a range of systems change initiatives to promote equitable practices for the students she serves. She values a strength-based and relational approach in supporting students and is committed to the reflective work necessary to be a racially conscious educator. Prior to serving in an administrative role, Dr. Hamilton was a school psychologist in a high school setting. She has been in the field for over 11 years and received her Ph.D. in School Psychology from Loyola University Chicago.

Kathleen Hirsman is faculty at Loyola University Chicago School of Law and teaches courses on education law. She has 25 years’ experience in school law practice, representing and counseling school districts in board governance issues, student issues, special education, labor and personnel matters, collective bargaining, general litigation, and in general corporate advisory capacity. She is currently serving on the school board of Hinsdale Township High District 86. She received her J.D. from Loyola University Chicago School of Law. Prior to law school, she taught English-as-a-second-language in public schools and at the university level. 

Jennifer J. Rose is a nationally certified school psychologist (NCSP). Dr. Rose has provided psychological services for students in diverse settings including traditional k-12 buildings, juvenile corrections, alternative schools, and psychiatric facilities. Dr. Rose completed her internship in New Orleans within the Louisiana School Psychology Internship Consortium (LASPIC). Prior to becoming a school psychologist, Dr. Rose was a classroom teacher in Chicago Public Schools for nine years. As the former Tertiary Research and Evaluation Coordinator for the Illinois Positive Behavior Supports Network (IL-PBIS Network), Dr. Rose consulted with schools to address issues related to school climate and student social-emotional needs, and behavior. During her tenure with IL-PBIS Network, she assisted schools in implementation of universal screening using standardized instruments (e.g., Strengths and Difficulties Questionnaire, SDQ; and the Systematic Screener for Behavior Disorders, SSBD). Universal screening is an efficient process to help identify students with social-emotional, or behavioral concerns that may benefit from early intervention.

Dr. Rose believes that the provision of academic equity for minority and low-income student is a powerful demonstration of social justice. Her efforts in this area are focused on consulting with public schools to assist in the engagement and empowerment of families of color; the implementation of interventions to help reduce the disproportionate application of exclusionary discipline for students of color and students with Individual Education Plans (IEPs). Dr. Rose’s has also co-authored several articles on educational equity including, The Overrepresentation of African American Students in Exclusionary Discipline: The Role of School Policy. She has also delivered numerous presentations on the topics of equity and disproportionality.

Dr. Rose earned her PhD in School Psychology and her MEd in Educational Psychology from Loyola University Chicago. She received a MEd in Teaching and Learning from DePaul University and a BS in Communication Studies from Northwestern University.

Robert Spicer is the CEO of Restorative Strategies, LLC based in Chicago, IL. Restorative Strategies, LLC provides training and technical support to a variety of stakeholders throughout the country with a focus on eradicating the school to prison pipeline. Through the practices of Restorative Justice with an emphasis on teaching Social/Emotional Learning, Restorative Strategies, LLC focus is to build capacity around these practices and move away from criminalizing our most precious resource—our youth.

Robert Spicer started his career in education as an elementary school teacher at Sojourner Truth Elementary in Chicago, IL from August 1995 to August 2003. From 2003-2009, Robert joined the team of the Community Justice for Youth Institute where he managed a collaboration between the community and the Cook County States’ Attorney’s office to divert non-violent offenses to ‘Community Panel’. These panels used Restorative Justice to re-enter youth back into the community with the support of trained community members. Robert was the managing director of this citywide project in Chicago, IL.

Robert Spicer later took the position as the Chief Dean of Discipline, Restorative Justice and Code Switching at the recently turned around Christian Fenger High School in Chicago, IL in 2009. After a traumatic school year, Robert‘s role shifted to the Culture and Climate Coordinator in 2010 to meet the needs of this high school. In this new role and the first of its kind in a U.S. Public School, Robert supported the staff in sustaining a safe and stable school culture and climate through the effective implementation of Restorative Justice Practices and Social Emotional Learning. These programs, coupled with the utilization of Restorative Practice, reduced the school’s reliance on zero-tolerance policies and created a model for schools both nationally and internationally. His work was featured in the CNN docudrama ‘Chicago Land’ in 2013.

Robert Spicer has received numerous awards and honors for his work of bringing Restorative Practices to schools and creating an “ecosystems of care”. Robert has spoken widely about the power of Restorative Justice on major news networks like CNN, National Public Radio, WTTW, Chicago Sun-Times and the Associated Press. Robert has received recognition for his work from numerous organizations and was recognized by the White House and received the President Obama’s National Volunteer Service Award in 2013.

Robert is a sought after national conference speaker and motivational speaker on Restorative Practices and has been a featured speaker and workshop facilitator at numerous Colleges and Universities. They include John Jay College, NYU, University of California at Berkeley, University of Chicago Law School, University of Chicago School of Social Work, Loyola University and Northwestern Law School. Robert was invited by the Obama administration to the White House to be apart of a Department of Education and Department of Justice initiative called Rethink Discipline and was a featured speaker on a Webinar hosted by the Department of Education on this initiative. He is a national trainer in Restorative Practices and trains school districts and Community based organization in Peace Building and Conflict resolution. He has trained over 100 Peace Circle Keepers in the Syracuse City School district where he continues to offer technical support and training for the teachers, youth support staff, and community members. He has also worked in the Peoria School District, Miami-Dade School district, Restorative Justice for Oakland Youth, Prince George’s County Maryland School District, Oak Park/River Forest District, Roselle School District and the NYC school district. Robert's work has now been focused on Diversity and Inclusion and is a sought after workshop presenter on the topic using restorative justice practices. He has worked with Snap, Inc. and other organization to create safe spaces in the workspaces. Robertearned his undergraduate degree with honors from Morehouse College in 1995 and his Master’s degree in Early Child Education with honors from Dominican University in 1997. He received a honoray Ph.D from Global Ovei Dei Seminary and University for being a subject matter expert in Restorative Justice. Robert was the Senior Pastor at the Englewood Mennonite Church in Chicago from 2007-2013 where he served the faith community and supported their spiritual health. Robert is married to Chandra Spicer and they are the parents of four lovely children-BreAnna, Robert Jr., Bethaney and Brea. Robert is the author of Aspirational Justice A Pathway toward Healing and Reconciliation.

The certificate program is flexibly structured to accommodate the busy lives of working professionals.

The specific sequence of courses and overall program of study will be individually tailored in consultation with each students' academic advisor.

Yes. Students enrolled in the certificate for a minimum of four credits per semester are eligible for federal loan programs.

Loyola University Chicago is accredited by the North Central Association of Colleges and Schools while Loyola University Chicago School of Law is accredited by the American Bar Association's Section of Legal Education and Admissions to the Bar.  The School of Education is accredited by the Council for the Accreditation of Teacher Education (CAEP) and the Higher Learning Commission (HLC) and the School Psychology PhD program and Ed.S. program is accredited/approved by the American Psychological Association (APA) and the National Association of School Psychologists (NASP), respectively.

Courses are taught by full-time faculty members at Loyola as well as leading practitioners, each experts in their fields.  Each course is organized to teach key substantive areas and practical skills. All courses are offered online through Loyola’s learning management system and consist of reading assignments, recorded lectures, quizzes or exams, discussion board assignments, writing assignments, and live classes. Course materials are available 24 hours a day, 7 days a week.

Online learning is flexible, convenient, and geared toward each student's own schedule and needs. And distance learning is student-centered. Students have regular contact with faculty and other students through e-mails, chat rooms, discussion forums, and instant messaging. Assignments are turned in and returned with in-depth feedback to the student's home page within days. Finally, online education is grounded in adult learning theory, making it an excellent learning medium for busy professionals.

Due to the unique nature of the certificate program, transfer credits will not be accepted.