Health Education Teacher Education (HETE)

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2018

The current National Standards for Initial Health Education Teacher Education is firmly supported by the common roles and responsibilities of professional practices in Health Education. Additionally, a concerted effort was made to capture the knowledge and skills that are unique to newly prepared health education teacher preparation candidates.

Standard 1: Content Knowledge Health education candidates demonstrate an understanding of health education content, health literacy skills, digital literacy skills, theoretical foundations of behavior change and learning, and applicable preK-12 health education standards for the purpose of instilling healthy behaviors in all learners.

Standard 2: Planning Health education candidates plan relevant and meaningful school health education instruction and programs that are sequential and aligned with appropriate preK-12 health education standards. Plansinclude the use of instructional technology, resources and accommodations that support the needs of all learners regardless of race, ethnic origin, gender, gender identity, sexual orientation, religion, cognitive ability and physical ability.

Standard 3: Implementation Health education candidates implement a range of school health education instructional strategies, while incorporating technology, to support student learning regardless of race, ethnic origin, gender, gender identity, sexual orientation, religion, cognitive ability or physical ability. Candidates demonstrate communication skills and feedback equitably and use reflective practice strategies to meet the diverse needs of all learners.

Standard 4: Assessment Health education candidates use multiple methods of assessment to plan instruction, engage all learners, monitor learner progress, provide meaningful feedback, and reflect on and adjust units and lessons to enhance the acquisition of functional health knowledge and health-related skill proficiency for all learners.

Standard 5: Professionalism Health education candidates work collaboratively with all stakeholders, demonstrate ethical behavior, and engage in and reflect on professional learning opportunities in order to meet the diverse needs of all learners. Health education candidates communicate with stakeholders and advocate for school health education as an integral component of the school experience.

Citation:
SHAPE America. (2018). National Standards For Initial Health Education Teacher Education. Reston, VA: Author.


  • March 2015 – First meeting with HETE Standards Revision Task Force
  • September 2015 – First draft completed for public review
  • October 2015 – Opportunities for public feedback and consensus

    • Standards draft distributed in an online survey via Survey Monkey
    • Poster Presentation at American School Health Association (ASHA)
    • Presentation at SHAPE America PETE & HETE Conference

  • March 2016 – Second draft completed, including revisions based on public comment and Survey Monkey results
  • March - April 2016 – Opportunities for public feedback and consensus

    • Second draft distributed in an online survey via Survey Monkey
    • Presentation at SHAPE America National Convention & Expo

  • July 2016 – Final draft completed for submission to CAEP, including revisions based on public comment and Survey Monkey results
  • October 2016 – Received motion from CAEP Standards Advisory Committee
  • November 2016 – Resubmitted standards to CAEP, incorporating feedback from the advisory committee

    • Revised rubrics
    • Updated standards language to more thoroughly encompass corresponding components
    • Increased language in standards and components to enhance the cross-cutting themes of diversity and technology

  • November 2016 – Received motion from CAEP Standards Advisory Committee approving the standards with the condition to further strengthen rubrics
  • December 2016 – Standards conditionally approved by CAEP Board of Directors
  • February 2017 – Completed updates to Rubrics

    • Final edits to rubrics prior to resubmission to CAEP

  • February 2017 – Outlined plans for developing the publication of the National HETE Standards
  • June 2017 – Resubmitted rubrics to CAEP, incorporating feedback from the advisory committee


2008

Initial Health Education Teacher Education Standards





Initial HETE Standards
Revision Task Force


Kelly M. Boyd (Chair) East Stroudsburg University
Sarah Benes Merrimack College
Mary C. Connolly Cambridge College
Irene Cucina Plymouth State University
Brett Fuller Milwaukee Public Schools
Joe Halowich SHAPE America
Shelley Hamill Winthrop University

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National Standards & Guidelines for Initial Health Education book cover

National Standards & Guidelines for Initial Health Education

The current National Standards for Initial Health Education Teacher Education is firmly supported by the common roles and responsibilities of professional practices in Health Education. Additionally, a concerted effort was made to capture the knowledge and skills that are unique to newly prepared health education teacher preparation candidates.

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