Feb. 20, 2019
June Hetzel, who has a Doctor of Philosophy in Education, specializes in literacy processes and curriculum development. Hetzel has served in the roles of teacher, curriculum specialist, principal, writer, editor, consultant, professor and dean. She has served at school, district and county levels, including four summer teaching overseas. Recent projects include co-editing a book entitled Inclusive Classrooms for Community Flourishing (2018, SKILD, published in Arabic); co-authoring a chapter called "Jesus, Justice, and Special Education Inclusion: A Case for the Shalom Model of Inclusion" in Integrating Faith and Special Education: A Christian Faith Approach to Special Education Practice (2016, Wipf & Stock); editing a PreK–6 textbook series for English Learners, Passport to Adventure (Purposeful Design Publications, 2014); co-authoring a chapter for Foundations of Education: A Christian Vision (2014); and co-authoring The Literacy Gaps: Building Bridges for English Language Learners and Standard English Learners (Corwin Press, 2009). A former in-house editor, she has authored 18 teacher resource books, including the Steps to Writing Success series (2002), Writing Fluency (2001), Writing Teacher's Handbook series (1999) and Responding to Literature (1993; 2002). She has written articles for numerous journals, such Journal of Psychology and Theology, Evangelizing Today's Child, the Home School Researcher, the Claremont Yearbook, Focus Publications, Salem Press, Starburst Publishers, the Delta Kappa Gamma Bulletin, Teachers of Vision and Christian School Education. She was the managing editor for the American Bookseller's Pick-of-the-List in the parent category: Homeschooling: Answers to Questions Parent Most Often Ask (1995) and co-editor for Beauty is Soul Deep: 180 Devotionals for Growing a Meaningful Inner Life (Barbour Press, 2003). Hetzel has spoken for a variety of conferences, including the Oxford Round Table, Oxford University, a homeschooling conference in Chiang Mai, Thailand, an education conference at UPH, Jakarta, Indonesia and was the keynote at the ACSI regional conference for Christian School administrators in Southern Europe, North Africa and the Middle East. Hetzel’s doctoral dissertation topic was “Factors that Influence Parents to Homeschool” and her heart is to support families in the education of their children, whether public, private, mission or homeschool paths.
Dr. Claire Sibold specializes in literacy for both elementary and secondary levels, curriculum development, children's literature and writing of credential documents for the California Commission on Teacher Credentialing. A former teacher and editor, she has published numerous articles in journals and yearbooks including Innovative Learning Strategies, Today's Evangelizing Child, ASCD journal, and the Claremont Reading Conference Yearbook, and has published chapters in books on study skills and adult literacy and continuing education. Her career experience includes both public and private school teaching in Washington and Arizona, teaching at Arizona State University, serving as an editor with CTB/ McGraw-Hill, serving as a mentor teacher and teaching in Hong Kong. She has served on review panels for early intervention grants, the California Reading Initiative, National Council on Reading and RICA standards for the Commission on Teacher Credentialing. Dr. Sibold presents workshops and sessions at the Association of Christian Schools International, the International Reading Association, regional and state conferences, and school in-services. In addition, she has served as a manuscript reviewer for Houghton Mifflin and Addison Wesley Longman Publishers and several refereed journals for the International Reading Association. She is an Oxford University Round Table member and has appeared for many years in Who's Who in Education and most recently in Who's Who Among Professionals and Executives; she was awarded the Distinguished Volunteer Award. Dr. Sibold and her family attend Mariners Church in Irvine. While Dr. Sibold calls Southern California home, she is originally from Seattle, Wash.
Suzanne Welty’s interests and experience are in remediation of autism spectrum disorder and spoken language disorders in children. Her specialty is providing evidenced-based interventions within the school setting to meet the communication, social and academic challenges that these children face. Welty teaches Research in Speech-Language Pathology for the M.S. in Speech Language Pathology and teaches Research in Communication Disorders and Speech and Language Development and Disorders within the undergraduate program. She utilizes case studies, current readings and discussions to encourage the development of critical thinking within her students, with an emphasis on clinical application of theoretical principles. When teaching research she focuses on writing as a process and equips students to present their research at state and national conferences in speech-language pathology. Welty counts it a privilege to engage students in prayer and reflection on the Word of God, which will equip them to grow as competent and compassionate professionals. She also encourages students to integrate scriptural principles as they analyze evidence and evaluate solutions to clinical and theoretical problems. Welty’s dissertation was entitled California Special Education Eligibility: Analysis of Trends from 2002-2010. She is interested in the scholarship of teaching and learning, specifically evaluating classroom pedagogy and instructional techniques when teaching research writing.