Before coming to NYU, Scott Storm was a founding English teacher and department chair at Harvest Collegiate High School in New York City where he also served as Professional Learning Community Organizer, leading professional development and teacher research across the school. Scott's work has appeared in the Journal of Adolescent and Adult Literacy, English Journal, Journal of Language and Literacy Education, and Schools: Studies in Education.
Scott has also won various grants and awards including the National Council of Teachers of English James Moffett Award, the International Literacy Association's Nila Banton Smith award, and a McCarthey Dressman Education Foundation Teacher Development Grant. Scott studies adolescents' literary reading and writing practices, disciplinary literacies, critical literacies, and social justice pedagogies.
Selected Publications
Beck, S. Jones, K. & Storm. S. (2020). Scaffolding students' writing processes through dialogic assessment. Journal of Adolescent and Adult Literacy.
Storm, S. (2020). Black words matter: Bending literary disciplinary literacies toward justice. In J. Dyches, B. Sams, & B. Boyd (Eds).
Beck, S. Jones, K. & Storm. S. (2019). Equity-based writing assessment as structured improvisation. English Journal.
Storm, S. (2019). What is English?: Centering literary sensemaking and social justice in high school English. Journal of Language and Literacy Education.
Storm, S. & Rainey, E. C. (2018). Striving toward woke English teaching and learning. English Journal, 107(6), 95-101.
Rainey, E. C. & Storm, S. (2017). Teaching digital literary literacies in secondary English language arts. Journal of Adolescent and Adult Literacy, 61(2), 203-207.
Storm, S. (2016). Teacher-Researcher-Leaders: Intellectuals for Social Justice Schools: Studies in Education, 13(1), 57-75.