Mark G. Storz EDUCATION

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1 Mark G. Storz EDUCATION Cleveland State University, Cleveland, Ohio 1994 to 1998 DOCTORATE IN URBAN EDUCATION PH.D. Dissertation Title: Constructing Understanding of Race: Tales from an Urban Professional Development Schools Foundations Course. University of San Francisco, San Francisco, California Summer 1993 INSTITUTE OF CATHOLIC EDUCATIONAL LEADERSHIP Eastern Michigan University, Ypsilanti, Michigan MA EDUCATIONAL LEADERSHIP Syracuse University, Syracuse, New York MS READING EDUCATION Manhattan College, Bronx, New York BA SOCIAL STUDIES Wayne Sate University, Detroit, Michigan PROFESSIONAL EXPERIENCE John Carroll University September 1998 Present University Heights, Ohio ASSOCIATE DEAN FOR GRADUATE STUDIES, COLLEGE OF ARTS AND SCIENCES ( ). Oversee the administration of graduate (15 programs) and post-baccalaureate (3 programs) programs; supervise three office staff and administrator; work with department chairs and program coordinators in developing new programs; coordinate graduate assistant program; oversee all aspects of the application, admission, retention and graduation processes. Co-developed the Woodrow Wilson Teacher Fellowship Program and the Teacher Leader Endorsement Program. Served as ACTING DEAN of the College of Arts and Sciences, July ASSOCIATE PROFESSOR, DEPARTMENT OF EDUCATION AND ALLIED STUDIES (1998- PRESENT). Associate Department Chair with responsibility for overseeing initial licensure programs at the graduate and undergraduate level ( ); coordinate the middle childhood licensure program, including program development, accreditation reporting, student teacher supervision, and student advising ( ); co-coordinate NCATE Accreditation process ( ); coordinate JCU Early College Program and College Credit Plus Program (2012-present). Teach undergraduate courses in middle childhood philosophy and instruction, social studies methods, student teaching seminar; and graduate courses in research methods, urban education, and teaching and learning. Serve on various department and university committees including Faculty Council, Teacher Education Council, Institutional Review Board, Center for Social Ministry Partnerships, Center for Math and Science Teaching and Technology, Institutional representative for the Ohio Teacher Quality Partnership, North Central Accreditation.

2 Cleveland State University Cleveland, Ohio GRADUATE TEACHING ASSISTANT, INSTRUCTOR, DEPARTMENT OF CURRICULUM AND FOUNDATIONS, COLLEGE OF EDUCATION. Taught Sociological Concepts of Education, Curriculum, Assessment, Management/Discipline, Teaching Strategies including the supervision of pre-service teachers in the field. Taught Introduction to Curriculum Theory and Development and Human Relations to graduate students. Served on the Semester Conversion Committee, the Ad Hoc Committee for Teacher Preparation Model Development, the Doctoral Studies Committee, the Cleveland Collaborators for Positive Education, and the Urban-based Teacher Education Program, a pilot urban education university-school partnership program. Ursuline College/University School Summer 1997 Cleveland, Ohio INSTRUCTOR. Research Methods, a graduate course for school staff. DuKette School July 1987 to July 1994 Flint, Michigan PRINCIPAL. Principal of a Pre-K through grade 8 building. Responsible for all academic, disciplinary, personnel, and fiscal aspects of the program including teacher supervision and evaluation, the creation and management of the annual budget and the organization of a development program. Worked with interested parents in creating a Parent Advisory Council, acted as Executive Secretary of the School Board, implemented a drama and arts department and a computer science program. Taught 8 th grade Literature. Christian Brothers Academy September 1980 to July 1987 Syracuse, New York ASSOCIATE PRINCIPAL. July 1986 to July Primarily responsible for all academic areas encompassing curriculum and staff development and evaluation, student placement, admission screening and final acceptance. Coordinated all testing including Regents, Competency tests, and admission exams. Regularly conducted formal teacher evaluations and provided professional staff guidance. Oversaw textbook selection, inventory and ordering. Taught 11 th grade American History. ACTING PRINCIPAL. November 1986 to June 1987 SUMMER SCHOOL PRINCIPAL. Summer, 1986 MIDDLE SCHOOL PRINCIPAL. September 1981 to June Established the autonomy of the Middle School within a program structure including grades Coordinated all staff, student and curriculum development and evaluation. Counseled students in areas of academic and disciplinary concern. Worked closely with staff and parents to facilitate students transition to middle school. Administered standardized testing program. Taught 7 th and 8 th grade Social Studies, 9 th grade Afro-Asian Studies and 10 th grade Religion. TEACHER. September 1980-June Taught 7 th and 8 th grade social studies and religion; 9 th and 10 th grade social studies.

3 St. John Bosco Home for Boys June to September, 1980 Kingston, Jamaica TEACHER. Remedial reading and math. Christian Brothers Novitiate September 1979 to June 1980 Skaneateles, New York STUDENT. Completed a year of directed and independent study on spirituality and religious life. Christian Brothers Academy September 1978 to August 1979 Albany, New York TEACHER. Taught 7 th grade social studies, 8 th grade religion, social studies, and reading; and 9 th grade Afro-Asian studies. CERTIFICATIONS New York State Permanent Teacher Certification PROFESSIONAL MEMBERSHIPS American Association of Colleges of Teacher Education American Association of Jesuit Colleges and Universities American Educational Research Association Council of Graduate Schools Midwestern Association of Graduate Schools American Middle Level Education Association Ohio Middle School Association. PUBLICATIONS Book Storz, M., & Nestor, K. (2007). They call us to justice: Responding to the call of the Church and our students. Washington, DC: National Catholic Education Association. Book Chapter Storz, M., & Nestor, K. (2008). It s all about relationships: Urban middle school students speak out on effective schooling practices. In F. Peterman (Ed.), A call to activism: Preparing teachers for urban schools. New York: Lang. Rust, F., Peterman, F. P., & Storz, M. (2008). Using students voices to change teaching and learning to teach in urban schools: Studies from three teacher education programs. In J. A. Kentel and A. Short (Eds.) Totems and taboos: Risk and relevance in research on teachers and teaching (pp ). Rotterdam, The Netherlands: Sense Publishers.

4 Refereed Articles Storz, M., & Hoffman, A. (2013) Examining Response to a One-to-One Computer Initiative: Student and Teacher Voices. Research in Middle Level Education (RMLE) Online, 36(6), Storz, M. (2008). Educational inequity from the perspective of those who live it: Urban middle school students perspectives on the quality of their education. The Urban Review, 40, Sabik, C., & Storz, M. (2003). Laying the foundations for foundation courses. Educational Foundations, 18(1), Storz, M. (2003). Students advice to prospective middle school teachers: Learning from the experiences of future students. Teacher Education and Practice, 16(1), Storz, M., & Nestor, K. (2003) Middle school students perspectives on developmentally responsive curriculum. Middle School Journal, 34(4), Storz, M. (2002). Talking about race in teacher education: Engaging students in collaborative conversations. The Michigan and Ohio Journal of Teacher Education, 15(1), White, C.J., Andino-Demeyan, D., Primer, D., & Storz, M. (1996). Constructing a scholarly community of jazz freedom fighters. Planning and Changing: An Educational Leadership and Policy Journal, 27, PRESENTATIONS Adopting an International Baccalaureate Program in an Urban Public Middle School: A Good Fit? American Educational Research Association Annual Meeting, Chicago, IL, April Listening to those who matter most Gaining insights from our students about how to be the best teachers. Invited Lecture, Mt. St. Mary University, School of Education and Human Resources, Emmitsburg, MD, March Becoming an IB MYP School: Experiences of Teachers, Students, and Administrators. American Middle Level Association Conference, Minneapolis, MN, November Spotlight on Research. American Middle Level Association Conference, Minneapolis, MN, November Teacher Leader Endorsement: Creating Transformational Capacity, National Professional Development Schools Annual Conference, New Orleans, LA., March Scaling up Teacher Leadership to Build Transformational Capacity, RttT (Race to the Top) Annual Statewide Conference, Columbus, OH., November Examining a Response to a One-to-One Computer Initiative: Student and Teacher Voice, American Educational Research Association Conference, New Orleans, LA, April 2011.

5 The Achievement Gap in Catholic Schools: Implications and Responses. Ohio Catholic Education Association Annual Conference, Cincinnati, OH, October A call to activism: Preparing teachers for urban schools. Great Teachers for our City Schools: A National Summit on Recruitment, Preparing and Retaining Quality Urban Teachers, Denver, CO, April Assessing Catholic Identity through Alternative Forms of Assessment, Diocese of Cleveland Principals Workshop, Cleveland, OH, March It s all about relationships. Nativity-Miguel Network of Schools, St. Louis, MO, January Educational inequity from the perspective of those who live it, Nativity-Miguel Network of Schools, St. Louis, MO, January A cycle of professional reflection. Agnon School Professional Development Day, Shaker Heights, OH, August A cycle of professional reflection grounded in Catholic Social Teaching, Urban Region Conference for Catholic Schools, Cleveland, OH, June Middle school students and their teachers on the same page when it comes to effective practices. American Educational Research Association Annual Meeting, Chicago, IL, April Collaborative conversations with urban students to improve teaching, learning and learning to teach. American Educational Research Association Annual Meeting, Chicago, IL, April They call us to justice: Responding to the call of the Church and our students. National Catholic Education Association Annual Conference, Baltimore, MD, April Beginning a discussion on Culturally Responsive Teaching. Association of Independent Schools of Ohio, Bath, OH, April Strategies for developing a comprehensive P-16 partnership through a collaborative planning process. Professional Development Schools National Conference, Las Vegas, NV, March Look us in the eyes so that you know what we are thinking and feeling. American Association of Colleges for Teacher Education, New York, NY, February Dilemmas in principled practice in urban teacher education. American Association of Colleges for Teacher Education, San Diego, CA, January Challenges to principled practice in urban teacher education. American Educational Research Association Annual Meeting, San Francisco, CA, April Integrated Thematic Units, Ohio Middle School Association Annual Meeting (with JCU student teachers), Columbus, OH, April Beginning a discussion on Culturally Responsive Teaching. Hawken School, Beachwood, OH, November 2005.

6 For Young Adolescents It s All About Relationships, Minority Student Achievement Network, Cleveland, OH, October They Call Us to Justice: Listening to the Voices of Urban Adolescents, Commitment to Justice in Jesuit Higher Education Conference, Cleveland, OH, October Educational Inequity form the Perspectives of Those Who Live It: Listening to the voices of Urban Middle School Students, Wingspread Conference: Reforming Urban Science Teacher Preparation, Racine, WI, May Listening to the Voices of Urban Middle School Students: Including students in on-going school improvement, National Catholic Education Association Conference, Boston, MA, April Integrating Student Voice into School Reform Efforts, The National Middle School Annual Meeting, Atlanta, GA, November The Middle School Concept, Jamison Computech Educational Center, Cleveland, OH, August It s All About Relationships: Urban Middle School Students Speak Out on Effective Schooling Practices, American Educational Research Association Annual Meeting, Chicago, IL, April Integrated Thematic Units, Ohio Middle School Association Annual Meeting, Akron, OH, April, Developmentally Responsive Practices for Urban Middle Schools, Garrett Morgan School of Science, Cleveland, OH, October Talking to Middle School Students about a Good Education, Ohio Middle School Association Annual Meeting, Cincinnati, OH, April What are Urban Middle School Students Saying About What Constitutes a Good Education, American Educational Research Association Annual Meeting, New Orleans, LA, April Action Research in the Classroom, Mary B. Martin Academy, Cleveland, OH, November Culturally Responsive Teaching, DuKette Catholic School, Faculty Professional Development Day, Flint, MI, October Critical Democratic Classrooms, American Educational Research Association Annual Meeting, Seattle, WA, April Understanding Critical Pedagogy in Pre-Service Teacher Education and in the Urban Classroom, 7 th International Pedagogy and Theater of the Oppressed Conference, Omaha, Nebraska, March Critical Democratic Classrooms: From the University to the Field, Conference on Curriculum and Pedagogy, Austin, TX, November Critical Democratic Classrooms: From the University to the Field, Bergamo 2000 Conference on Curriculum Theory and classroom Practice, Dayton, OH, October 2000.

7 New Teachers Perceptions of their Experiences with Critical Pedagogy in their Teacher Education Program and in their Professional Practice, American Educational Research Association Annual Meeting, New Orleans, LA, April The Urban School-Based Teacher Education Program: Preparing 21 st Century Educators, National Alliance of Black School Educators 26 th Conference, San Diego, CA, November (Re)Reading and (Re)Writing the University Foundations Classroom, American Educational Studies Association Annual Meeting, San Antonio, TX, October, A Conversation about Dewey, School Choice, and Research Anxiety, American Educational Research Association Annual Meeting, Chicago, IL, March Cleveland s Jazz Freedom Fighters: Sustaining Hope and Commitment within a Landscape of Warranted Desperation, National Coalition of Educational Activists, Cleveland, OH, July Transgressing Structural Racism: (Re)-writing the University Classroom, Take II, Cleveland State University, Cleveland, OH, May Interrupting the Violence of Whiteness: Autoethnography Jazz Freedom Fighters, and the University Classroom, Cleveland Collaborators for Positive Education Network, Cleveland, OH, December Whiteness Inflected, Racism Localized: Ourstory Writing Insurgent Ethnic Mystories, Educational Studies Association National Conference, Cleveland, OH, November Pedagogy for the Surreal: You Don t Really Mean It, Do You? Ohio Valley Philosophy of Education Society, 1995 Annual Conference, Dayton, OH, October GRANTS Ohio Department of Education. Teacher Candidate Assessment Grant, March 2005, $15,000 funded. Ohio Department of Education Teacher Candidate Assessment Grant II, October 2005, $10,000 funded.

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