Artifacts and Reflections
Below you will find artifacts that are in alignment with the SOPHE Teacher Preparation Standards 1-6. The order of below is as follows: The SOPHE Teacher Preparation Standard being addressed, a clickable link to the artifact that covers the standard, then the sub indicator that is addressed in the artifact, and then a clickable link to the reflection on the artifact. Click "Read More" to view the artifacts and reflections.
Standard 1
FUNCTIONAL KNOWLEDGE- Candidates possess functional
health education knowledge about effective curricula, health behavior theories, health education standards, the whole child approach, risk and protective factors, ways to prevent chronic and communicable diseases, and the multidimensionality of health plus the literacy skills of an informed consumer that helps them create meaningful learning experiences.
1.c*
*Component 1c: Candidates describe factors that promote or compromise health or safety, including social determinants such as race, ethnicity, socio-economic status, and family life.
Standard 2
ASSESSING NEEDS- Candidates assess needs and assets of
learners, learning, and the learning community in order to inform their practice.
2.c*
*Component 2c: Candidates assess individual learners’ assets, strengths, needs and interests in order to differentiate learning and enable each learner to advance and accelerate his or her learning regardless of factors such as race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency, and physical or cognitive ability.
Standard 3
PLANNING. Candidates use needs assessment data, health education
standards, and principles of learning to plan cohesive, sequential lessons and units that include ways to accommodate students’ differing strengths and needs and that use 21st Century technology in order to support students’ acquisition of functional health knowledge, health-related skills, and health beliefs.
3.c*
*Component 3c: Candidates plan a health education curriculum scope and sequence aligned with National and/or state health education standards.
Standard 4
IMPLEMENTATION. Candidates employ a variety of
research/theory-based instructional strategies in a well-managed classroom that encourages all learners regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English-language proficiency, and physical or cognitive ability to adopt healthy behaviors and to interact positively with others; candidates reflect on their practice and adapt practice in order to meet students’ and instructional needs.
4.a*
*Component 4a: Candidates demonstrate multiple research/theory-based instructional strategies that help learners adopt healthy behaviors.
Standard 5
EVALUATION. Candidates use multiple assessment methods that
are aligned with standards and learning objectives to measure students’ achievement, document their progress and guide instructional practice.
5.a*
*Component 5a: Candidates select and create multiple methods designed to assess changes in functional knowledge, health-related skills, and health beliefs.
Standard 6
PROFESSIONALISM. Candidates demonstrate professionalism
and ethical practices; make the case for the value of health education to academic success as well as wellness; advocate for both programs and students’ welfare; make appropriate referrals; engage students’ families regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency and physical or cognitive ability; engage colleagues within the school and community as well as the community at large using a variety of media including social media; and demonstrate a life-long learner disposition.
6.a*
*Component 6a: Candidates can explain how school health education and students’ health contribute to academic achievement and wellness across the lifespan.