SOPHE - Recognized by CAEP as a SPA for Health Education Teacher Preparation
Society for Public Health Education
March, 31, 2021 Volume 1, Issue 4
Table of Contents
  • Chair Update
  • SPA Newsletter
  • Hot off the Press
  • Trainings
  • Resources
  • Calendar
From the desk of SOPHE’s School Health Education SPA Director
Susan Goekler, Ph.D., RMCHES®, FAAHE, FASHA (aka Susan Wooley)

Earlier this month, the Council for the Accreditation of Educator Preparation (CAEP) held its annual meeting virtually. University Deans of teacher preparation programs and accreditation coordinators within those institutions were the primary audience for the conference, rather than those at the program level such as health education teacher preparation faculty. Understanding the CAEP requirements for the overall institution, however, can help faculty better understand their university’s teacher preparation requirements as a whole. The CAEP standards for accreditation (versus SOPHE Standards for health education teacher preparation) provide a framework for how each academic teacher preparation program such as health education fits into the institution’s overall program.

The focus of the CAEP conference was the introduction of a new set of accreditation standards for overall teacher preparation institutions. If your institution will seek initial or renewal accreditation in 2022 or thereafter, it will be bound by the new 2022 CAEP standards, which you can find at 2022-initial-standards-1-pager-final.pdf (caepnet.org). These standards do not differ significantly from the 2013 CAEP Standards, but many were simplified and clarified based on feedback from the field and a review of over 200 accreditation decisions. The speakers noted two key differences. There is a new standard specific to technology, recognizing that the pandemic has required everyone to become more technologically proficient. And, equity and diversity measures are no longer a separate standard, but incorporated into all the standards. The rationale was that equity and diversity should infuse everything you do, not stand alone or be an add-on. SOPHE’s standards for the preparation of health education teachers already infuse equity and diversity throughout. SOPHE’s Standard 3 addresses technology, so if you make adjustments to meet SOPHE’s standards, your program should fit well into your institution’s overall teacher preparation program. If you are unfamiliar with how your institution is working on or toward CAEP accreditation, I encourage you to talk to the coordinator and learn more.
Why Seek Accreditation and National Recognition?

In the CAEPCON opening presentation, CAEP’s current board chair Karen Symms Gallagher from the U of S California gave the following benefits of having a nationally accredited teacher preparation program through CAEP. 

CAEP’s Process is a Peer-Driven Review Process
CAEP’s process is a peer-driven review process at both the institution and program level. So, the people reviewing applications are fellow professionals in the field. They understand the constraints and the opportunities common in the field. An independent external set of reviewers provides program credibility in the field and with the public and potential teacher candidates. Beyond that, it provides faculty with information that can drive program improvement and innovation. It can also validate the efforts already made. 

CAEP Accreditation Demonstrates Commitment
Accreditation demonstrates a commitment to using data to drive decision-making for the betterment of the profession and improve the experience of teacher candidates. These benefits apply equally to the overall teacher preparation institution and the individual programs such as health education. Being nationally recognized by SOPHE as meeting its professional standards for preparing quality health teachers demonstrates the integrity of the program and the commitment of faculty to their profession.


The last issue of the Short, gave an example of the assignments that could provide evidence for meeting SOPHE’s Standards. Each of the 6-8 Assessments that a program submits with its application should consist of the following:

  • A description of the assignment and where this assignment is used in the course of study

  • A copy of the instrument used to grade the assignment or a description of what it includes. For instance, the praxis exam would not be available to include, so a description of the general content of the questions (i.e., 4 items on k-12 standards; 6 items on behavior change theory, etc.) would suffice. If grade point average is one of the “Assessments,” the description would define the courses included in the calculation with a description of each and the types of measures used (i.e., multiple-choice tests, self-reflection papers, etc.)

  • The scoring rubrics used

  • Data tables showing scores for at least two administrations of the instrument with an analysis of how that data informs program improvement and quality assurance.

Future Shorts will provide more details about rubrics and data tables.

More information about these Assessments and SOPHE’s expectations will be presented during SOPHE’s upcoming annual conference on April 20 at 2 p.m. Eastern time. It will include time for questions and answers with people leading the process. 

SOPHE will offer a more in-depth two-day virtual workshop on May 17 and 24 from 2-4 Eastern time each day for teams of 2-3 people from a program to provide more hands-on skill building for writing an application. Watch this space for information on how to register.
 
New Schools Guidance from CDC

On March 2, President Biden announced he is directing all states to prioritize teachers, school staff, and childcare workers for COVID-19 vaccination, with the goal of vaccinating them with their first shots by the end of March. To help states do that, the Federal Retail Pharmacy Program is prioritizing the vaccination of all teachers, school staff, and childcare workers during the month of March. Teachers, school staff, and childcare workers in pre-K-12 schools and childcare programs can sign up for an appointment at state and local COVID-19 vaccination sites, as well as at over 9,000 pharmacy locations participating in the Federal Retail Pharmacy Program. New CDC resources are available to provide information about this directive:

The COVID-19 Vaccines for Teachers, School Staff, and Childcare Workers webpage provides school and childcare staff with the latest information about where and how to book an appointment.

The COVID-19 Vaccine Toolkit for School Settings and Childcare Programs provides schools and childcare programs with ready-made materials they can use to communicate with staff about COVID-19 vaccination.

Check back here for more information -- School Settings | COVID-19 | CDC


A good quality education is the foundation of health and well-being. For people to lead healthy and productive lives, they need knowledge to prevent sickness and disease. For children and adolescents to learn, they need to be well-nourished and healthy. Statistics from UNESCO’s Global Education Monitoring Report show that the attainment of higher levels of education among mothers improves children’s nutrition and vaccination rates while reducing preventable child deaths, maternal mortality, and HIV.

Education is a catalyst for development and a health intervention in its own right. The 2015 Incheon Declaration confirms that education develops the skills, values, and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges.

UNESCO’s goal, as outlined in the UNESCO Strategy on Education for Health and Well-Being, is to support the contribution of national education sectors to ending AIDS and promoting better health and well-being for all children and young people. The Organization is committed to strengthening the links between education and health, reflecting growing international recognition that a more comprehensive approach to school health and coordinated action across sectors is needed.

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:


ASHA Schools Connect 2021
Don't miss this curated, comprehensive, and convenient online experience focused exclusively on all things schools.

We’ve been holding highly rated online conferences for more than a decade, providing convenient, comprehensive, and interactive learning. Whether you've attended Connect before or this is your first time, join us online July 14–26, 2021, for an enhanced Connect experience!

Education and Connection

For 13 days, you’ll have access to on-demand and live sessions as well as online posters—all available for CE credit! Take away practical, apply-today strategies and tools on an array of topics directly relevant to your work in schools and your interactions with students, teachers, parents, paraeducators, administrators, and others. 

Via text discussion boards as well as real-time video discussions, you'll connect with expert presenters and fellow SLPs who experience the same challenges and share your passion for working with children. You'll also connect with product and service providers in the virtual exhibit hall.

Registration opens April 12, 2021


IUHPE CALL FOR ABSTRACTS

The Global Scientific Committee invites you to submit an abstract for presentation at the 24th IUHPE World Conference on Health Promotion in Montreal, Québec, Canada.
 
Under the conference theme of “promoting policies for health, well-being and equity”, abstract submissions are welcome from all domains involved in health promotion and beyond, as an exploration of current issues and challenges, traversing disciplines with a view forward to positive solutions. The conference subthemes, “breaking news, breaking free and breaking through”, offer tangents to guide authors in their choices for abstract submission and presentation.

Various session and presentation formats are offered, including some virtual and hybrid options. Conference registration is required for all accepted presentations.
 
The deadline for abstract submission is 17 September 2021. See - Call for Abstracts | 24th IUHPE Conference (iuhpe2022.com)
This panel will address the federal, state/local and community perspectives around the educational challenges and opportunities during COVID past, present and future:

  • Donna Harris-Aikens, JD, senior advisor to the secretary of the US Department of Education, who is responsible for Policy & Planning.

  • Vito Borrello, CEO of the National Association for Family, School, and Community Engagement (NAFSCE).- delete topic of speech

  •  Kayla Jackson, MPA, project director with AASA, the professional association for school superintendents. – delete topic of speech