Profile

For more than 43 years, Dr. Valerie A. Storey has worked in the field of education reform both in England and the United States. She is a researcher, coach, teacher, writer, and speaker with particular expertise in leadership development, values-based decision-making, and graduate program design. Clients include education systems and organizations in England, Dubai, and the United States. Dr. Storey has keynoted major conferences in the US and UK. She is the lead editor, most recently, of Improving Higher Education Models Through International Comparative Analysis (2022) and also of Preparing Physicians to Lead in the 21st Century (2018). Further, she is the author of more than 50 publications in the areas of leadership, education reform, AI tools, values-based decision-making, and graduate program design. The 2016 book International Perspectives on Designing Professional Practice Doctorates, in which scholars from Australia, Canada, Ireland, Israel, New Zealand, and the United Kingdom develop collective knowledge of professional practice doctoral programs through ongoing critical friends' discourse, offering insights on current important global issues in professional practice doctoral programs was nominated for the American Educational Research Association annual award. Dr. Storey’s research has been referenced in national and international conferences and has contributed to the development of Dissertation in Practice design for professional practice doctorates. Current leadership roles in professional organizations include serving as President of Florida Association of Professors of Educational Leadership (FAPEL), Chair of the American Educational Research Association, Division A, Educational Leadership Dissertation Award Committee, and Chair of the Faculty Council in the College of Education and Human Performance, UCF. Dr. Storey is the author of New DEEL: An Ethical Framework for Addressing Common Issues in Florida Schools and co-editor of Contemporary Approaches to Dissertation Development and Research Methods, which takes up perhaps the most central problem in graduate education in departments of school leadership today, i.e., the connection between research and practice domains of the profession—and by extension the linkages between the research and development and the policy domains of the profession. She has had research publications appear in national and international peer-reviewed journals, including Educational Administration Quarterly, National Council for Professors of Educational Administration Publications, The School Administrator, Journal of Applied Research in Higher Education, National Society for the Study of Education, 2009 Yearbook, International Electronic Journal for Leadership in Learning, Values and Ethics in Educational Administration, and International Journal of Behavioral and Healthcare Research. In addition to her work in the U.S., Dr. Storey regularly conducts research with members of the United Kingdom Graduate Council. Dr. Storey received her undergraduate degree from Leeds University (UK), her master's from Manchester University (UK), and her Ph.D. in Educational Leadership, Policy, and Organizations from Peabody College, Vanderbilt University (USA). In public schools, she has served as an administrator at the school and district levels. Her plethora of experience influences the practical application of school leadership in theory and in practice and adds to the clinical constructs that are infused into the school's programs.

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