Barbara A. Storms, Ed.D., Northern Arizona University. Dr. Storms has been active in curriculum, instruction, and assessment reform efforts for twenty-five years, first as a secondary teacher and school administrator in urban schools, then as a program administrator/researcher at Educational Testing Service, and now as a faculty member in the Department of Educational Leadership at California State University, Hayward.

Before joining CSUH, Dr. Storms did extensive curriculum development work in language arts, literacy, and social studies in a large, urban school district in Southern California. Her particular curricular interest relates to writing instruction. She  has been a teacher-consultant for the California Writing Project and a staff developer for a nationally recognized high school magnet program for writing across the curriculum. She has also looked at the relationship between teacher training in writing instruction and student achievement, studied the effectiveness of classroom writing assignments, evaluated efforts to provide high school students with early feedback on the quality of their writing for college writing placement exams, and helped design and conduct the 1998 NAEP Special Study for Classroom Writing. In addition, Dr. Storms has worked on state and national research and development projects related to content standards, performance assessment, and teacher induction. She coordinated the design of a state-level non-prescriptive, standards-based portfolio assessment system to evaluate classroom-based student performance in language arts and mathematics.

Dr. Storms current research efforts revolve around how leaders bring about change in schools. She is currently studying how involvement in collaborative inquiry may provide tools for school improvement, how school leaders’ views of their role influence the improvements they are able and likely to bring about in schools, and organizational structures that support school reform.

Published articles include:

• Using Research to Improve Practice: The Role of Educational Leaders and Those Who Prepare Them (with G. Lee). Educational Leadership and Administration: Teaching and Program Development. Vol. 15. pp. 85-94. Fall 2003.
  

• From Soloists to Ensemble: Shared Accountability for Leadership Preparation (with M. Szabo, G.M. Rodriguez and S.A. Gonzales). Educational Leadership and Administration: Teaching and Program Development. Vol. 15. pp. 73-84. Fall 2003.
  

• CFASST Implementation and Reflective Practice: The Interplay of Structures and Perceptions. (with G. Lee) Issues in Teacher Education. Vol 10. No. 2. pp 23-38  Fall 2001

• Developing Teacher-Leaders: Using Student Portfolios to Reflect on Teaching and Learning. (with G. Cowan) Tennessee English Journal. Vol. 11 pp 17-21. October 2000.


• Focusing on Content and Communication. (with A. Riazantseva and C. Gentile). California English. Vol.5:4 pp. 26-27. Summer 2000.


• Evolving Conceptions of School Leadership: Preparing Administrators for Cultures of Inquiry (with G. Lee). Educational Leadership and Administration: Teaching and Program Development. Vol . 11. Fall 1999 pp. 71-82.
  

• The Dreaded Question. California English. Vol.4:1 pp. 15. Fall 1998.

• Using Portfolios to Demonstrate Student Skills, Thrust for Educational Leadership. Vol. 25:7. pp. 6. May/June, 1996.

• Standards-Based Performance Assessment: A Status Report. Portfolio News. Vol. 6:2. Winter 1995. pp.5.

• California Learning Assessment System: Building a Portfolio Assessment System. Portfolio News. Vol. 5: 2. Winter 1994.  pp.1, 16-17.

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