SOPHE - Recognized by CAEP as a SPA for Health Education Teacher Preparation |
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Society for Public Health Education
March, 15, 2021 Volume 1, Issue 3
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Table of Contents
- Chair Update
- SPA Newsletter
- Hot off the Press
- Trainings
- Resources
- Calendar
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From the desk of SOPHE’s School Health Education SPA Director
Susan Goekler, Ph.D., RMCHES®, FAAHE, FASHA (aka Susan Wooley)
If you have not already done so, consider registering for SOPHE’s 2021Dx Annual Conference, which includes a special school health track. The keynote presentations and some sessions will be April 7-9, but sessions will follow on Tuesday and Thursday afternoons through May 11. The conference is all virtual, so you don’t need to travel to hone your skills, learn from colleagues, and interact with peers.
Of special note, don’t miss the school health plenary on April 9, 2:30 – 4:00 p.m. EDT for the session, “Whole School, Whole Community, Whole Child Framework: Challenges and Future in COVID-19.” This panel discussion is facilitated by Rosemary Reilly-Chammat, EdD, president of the Society of State Leaders of Health and Physical Education, whose members are health education coordinators in state education agencies, will include:
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Donna Harris-Aikens, JD, senior advisor to the secretary of the US Department of Education, who is responsible for Policy & Planning. She will address “Exploring the New Hybrid Model of Education.”
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Vito Borrello, CEO of the National Association for Family, School, and Community Engagement (NAFSCE). He will address “System Issues to Advance Family, School, and Community Engagement in Response to the COVID-19 Pandemic.”
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Kayla Jackson, MPA, project director with AASA, the professional association for school superintendents. She will address “Challenges Due to the COVID-19 Pandemic: Navigating Profound Learning Losses, Social and Emotional Learning and Health Inequities.”
See the additional school health sessions below, including posters starting at 12:30 (EDT) on school health, health communications, and health literacy. A session at 4:15 p.m. (EDT) will consider the linkages between social and emotional learning and school health education and health promotion.
For university faculty, don’t miss a special session on Tuesday, April 20 at 2:00 p.m. EDT on “Preparing to Meet SOPHE’s Teacher Preparation Standards.” Get expert TA from faculty on how they have prepared for applying for national CAEP recognition and how they have aligned their assignments and accompanying assessment instruments with SOPHE’s Teacher Preparation Standards. Don’t this opportunity to interact with those who have done the work and to get helpful tips.
I hope to “see” many of you at the conference.
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Preparing to apply for national recognition of Health Education Teacher Preparation program
If your health education teacher preparation program wants national recognition as meeting professional standards of excellence through the process established by the Council of Accreditation of Educator Preparation (CAEP), this newsletter provides tips to apply. CAEP recognizes professional associations as the experts in their fields of study. On that basis, CAEP has recognized SOPHE as a SPA (specialized professional association) for health education teacher preparation. SOPHE sets the standards and reviews program applications for consideration.
The first step for a discipline-specific teacher preparation program is to become familiar with the national standards established by the SPA. You can find SOPHE’s 6 standards and 28 components at Health-Ed-Stds-for-CAEP_v3-3.pdf (sophe.org). SOPHE also offers a guidance document that provides a much more detailed explanation of each standard along with sample activities of ways to address each component (available from Store (sophe.org).
Next, the health education teacher preparation faculty should review the course of study for preparing health teachers and identify each standard and component that might fit within the curriculum. Usually, multiple courses address a single standard, which adds strength to the learning. Individual faculty members or teams might review the course outlines for the identified courses and identify specific assignments where teacher candidates demonstrate what they have learned. These assignments can serve as the basis for the assessments that CAEP accepts as evidence of preparing teacher candidates to meet the profession’s standards and components.
The assessments selected to submit to CAEP must be administered to all health teacher candidates at some time in their professional preparation, so they cannot be from optional courses. Because CAEP limits the number of assessments submitted with an application to 6-8, faculty members will need to select the most robust assignments that allow teacher candidates to demonstrate their mastery of the standards. Of the 6-8 assessments, CAEP requires five specific types of assessment (listed below) and allows for up to three optional assessments of the program’s choice. The required Assessments must address
1. Licensure assessment or other content-based assessment
2. Content knowledge in health education
3. Candidates’ ability to plan instruction
4. Student teaching assessment
5. Candidates’ effect on student learning
Below is a chart included in the CAEP application form that helps programs align their selected assessments with CAEP’s requirements. In this sample, the darker blue squares form the template. The lighter squares provide an example.
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In the example above, the student teaching evaluation form was used for two of the required assessments – because that form included both evidence of candidates’ ability to implement (Assessment #4) as well as how well K-12 students performed as a result of the candidate’s teaching (Assessment #5). You already have assignments such as unit and lesson plans that faculty use to assess their students’ progress. There is often no need to develop new assignments as assessments; although you may need to tweak some assignments to address all the elements of the standards.
For each assessment, the program needs scoring rubrics that detail expectations for completing the assessment. In future newsletters, we will delve into rubric creation.
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Enhancing school mental health through Training, Education, Assistance, Mentorship, and Support (TEAMS)
Now more than ever, schools have an increasing role in fostering and supporting the mental health and emotional wellness of young people. The Enhancing School Mental Health through Training, Education, Assistance, Mentorship, and Support (TEAMS) program, offered by the American Academy of Pediatrics, in collaboration with the National Center for School Mental Health, will provide training, resources, and technical assistance to LEAs interested in strengthening policies, practices, and infrastructure related to the provision of school-based mental health services and supports
The program period runs from April 2021 through May 2022 and all activities will be conducted virtually. The deadline for applications is March 19, 2021, by 6:00 p.m. CST.
Additional Information:
Contact: Heather Stob, Program Manager, Child Safety, Health & Wellness
Dept. of Healthy Resilient Children, Youth & Families
American Academy of Pediatrics
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The U.S. Food and Drug Administration and Scholastic have partnered to bring teachers and parents free materials about the real cost of vaping in English/Spanish - including engaging digital activities for virtual or modified school schedules.
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Free online 1 - 10 session theory-based and evidence-informed toolkit aimed at preventing middle and high school students’ use of tobacco and nicotine products (an emphasis on e-cigarettes).
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SOPHE recorded webinars
PowerPoint slides
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New Emergency Management Virtual Toolkit for Institutions of Higher Education
Preparation for SPA Recognition
SOPHE’s 2019 Health Education Teacher Preparation Manual is a guidance document for institutions seeking national recognition of their health education teacher preparation program. It includes a detailed description of the knowledge base underlying each of the six HETP standards and 28 components, information on the required assessments to show that teacher candidates can demonstrate the expected knowledge and skills, sample rubrics, exemplars and templates, and information on SOPHE’s SPA process. The manual is essential for faculty overseeing health education teacher preparation programs and can be useful for states and policymakers concerned with health education teacher performance.
Other Resources
Additional resources to assist professional preparation programs:
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Join us Tuesday, March 16, 2021, for a virtual CAEPCon, offering multiple synchronous and asynchronous sessions. CAEP staff, volunteers, and education preparation providers bring you the latest information on the standards, strategies, and processes needed to succeed in developing candidates that meet the needs of all K-12 learners. Sessions focus on:
· Virtual strategies
· The revised CAEP Standards
· The new CAEP Workbook
In addition, sessions aimed at Standards 1, 3 and 5 are provided. We break down areas where educator preparation programs have had problems, provide real-world examples, and offer tips for collecting and providing evidence used to meet the standards.
Whether you are a CAEP veteran or a novice, we have sessions to address all aspects of the accreditation process. CAEP is committed to advancing equity and excellence in educator preparation and we show how providers rise to the challenge to better serve candidates and K-12 learners.
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