Nicole Reda is the Assistant Principal for Math and Science College Preparatory School. She has been in education since 2012, having taught middle school, high school, and college-level students in New Jersey, Harlem, and Los Angeles. She started as an English teacher, and although she stills love the content, she developed a strong interest in school discipline policies during her years as an educator. After moving to California from New Jersey, she was lucky enough to land at a school that already had a restorative justice program in place. She began more intense RJ studies to better understand the history and philosophy of restorative practices, particularly as they are used in schools.
Nicole enrolled in LMU’s Ed.D. Program because of its dedicated focus on social justice, which allowed her to hone in on her research on biased and unjust school disciplinary practices. The program aided her in developing her own voice as a school leader, but also gave her the necessary tools to elevate student voices through her work. In addition, the program also helped her to honor and strengthen her student-centered educational philosophy. Students are important community thinkers, stakeholders, and decision-makers, and their voices need to be heard and considered. LMU’s program helped her to elevate this idea and highlight student brilliance.
Nicole’s dissertation, “A Seat at the Table: Illuminating Student Voices in Restorative Justice Practices,” chaired by Yvette Lapayese, Ph.D., explored the history of racist and biased school discipline practices that result in disproportionate rates of school suspensions and expulsions for Black and Latine youth. Her research highlighted the importance of fair disciplinary policies that are not exclusionary and, more importantly, that don't refer students to law enforcement. Restorative practices are an important tool in disrupting the School-to-Prison pipeline that continues to plague the United States school and justice systems. Although these practices provide more positive alternatives, research suggests that students are still largely excluded from policy-related discussions. Nicole’s dissertation aimed to elevate and legitimize student voices.
LMU’s Ed.D. Program has enhanced Nicole’s understanding of the many avenues that need to be considered and explored as a school leader. It has also allowed her to connect with a diverse group of other educators and professionals that have contributed to her knowledge and practice through meaningful discussions and collaboration.