International standards for health education

By

Mrs. Huson A. Amin

Lecture objectives:

1. define the term standard.

2. list the elements of professional standards

for teaching.

3. enumerate the purposes of setting

standards for teaching.

4. list the principles for teaching profession.

5. identify the three basic categories of standards for teaching.

6. list the 11 standards for teaching.

7. identify the method of application of each

standard in health education.

Definition of standards:

Standards defined by oxford dictionary

as

A criterion, a reference point against which

other things can be evaluated.

Professional standards for the teaching profession contain two elements:

1. rallying ( assembling items together

in certain order for a purpose).

2. measurement.

First: rallying aim to describe a consensus model of what is most worthy, and most desirable to achieve, in teaching knowledge and practice.

Second: based on a consensus of

professional values and beliefs. They can

also be used as measurement tools for

making professional judgments.

The purposes of setting standards for teaching:

1. elevating the teaching profession.

2.a voluntary system of professional certification

to give recognition for teachers who reach the

standards.

3. could be used an infrastructure for professional

learning that enables teachers to gain high level

knowledge and skill.

The principles for teaching profession:

The National Board for Professional Teaching

Standards developed by teachers in the United

States, provides a good example of professional

standards as values. The principles include:

1. Teachers are committed to students and their

learning.

2. Teachers know the subjects they teach and

how to teach those subjects to students).

3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their

practice and learn from experience.

5. Teachers are members of learning

communities (uses the resources of the

community to teach studentsThese five propositions provide the philosophical basis for the

development and elaboration of standards for specific fields

and levels of teaching.

The first teaching principle:

Teachers are committed to students and their

learning:

- teaching should be accesable to all student.

- They treat students equitably.

- recognizing the individual differences taking

account of these differences in their practice. .

Second principle:

2. Teachers know the subjects they teach and

how to teach those subjects to students:

Accomplished teachers have a rich

understanding of the subject(s) they teach and

appreciate how knowledge in their subjects is

created, organized, linked to other disciplines,

and applied to real-world settings, and know how

to convey subject matter to students.

Third principle:

3. Teachers are responsible for managing and

monitoring student learning:

teachers can assess the progress of individual

students as well as the progress of the class as a

whole. They employ multiple methods for

assessing student growth and understanding and

can clearly explain student performance to

students, parents, and administrators.

Fourth principle:

4. Teachers think systematically about their

practice and learn from experience:

Their decisions are grounded not only in the

literature

of their fields but also in their experience. They

engage in lifelong learning, which they seek to

encourage in their students.

Fifth principle:

5. Teachers are members of learning

communities :

They are knowledgeable about specialized school

and community resources that can be engaged

for their students’ benefit and are skilled at

employing such resources as needed.

The standards for teaching:

This NBPTS Standards document describes in

observable form what accomplished teachers should

know and be able to do. The standards are meant to

reflect the professional consensus at this point about

the essential aspects of accomplished practice. As the

understanding of teaching and learning continues to

evolve over the next several years, Health Education

Standards will be updated appropriately.

There are 11 standards formulated for teaching

The standards are divided into three categories:

(1) teacher actions that prepare student for

learning..

(2) teacher actions that advance student learning.

(3) teacher actions that support student learning.

(A)PREPARING

THE STUDENT LEARNING

I. Knowledge of Students

Accomplished health education

teachers obtain a clear understanding of

individual students, their family

structures, and their backgrounds.

Teachers use their knowledge of these student characteristics as assets to:

- enhance learning

- provide opportunities for autonomous activities

and group interactions.

- set the highest goals for all students at all

developmental stages.

II. Knowledge of Subject Matter

Accomplished health education

teachers have a deep understanding of

the components of health and health

content and their Interrelationships.

Health education has been organized in to ten content areas:

1. personal health.

2. nutrition.

3. prevention and control of disease.

4. injury prevention and safety.

5. mental and emotional health

7. substance use and abuse.

8. family life.

9. community health.

10. consumer health

11. environmental health.

Teachers have an indepth knowledge of the variety of topics within each content area and how they interrelate,as well as familiarity with related resources and career opportunities.

III. Promoting Skills-Based Learning

Accomplished health education

teachers, through their passion and

effective communication, maintain and

improve health enhancing student

behavior by delivering health content

through skills-based learning.

health educators demonstrate how

interpersonal-communication, goal-setting,

decision-making, and problem-solving skills

augment health literacy and foster healthy

behavior.

They communicate to students the

benefits of activities that further a healthy

lifestyle and enhance health, and they teach

strategies to resolve conflicts and manage

stress,

IV. Curricular Choices

Accomplished health education

teachers select, plan, adapt, and

evaluate curriculum to ensure

comprehensive health education.

Health educators see themselves as part of

a learning community when making curricular

choices. They collaborate with health

educators at various levels and with other

members of health education curriculum

committees and other school staff.

( B)ADVANCING

STUDENT LEARNING

V. Instructional Approaches

Accomplished health education

teachers use an array of engaging

instructional strategies to facilitate

student learning.

Effective Instructional approach consist:

- establishing a productive learning

environment.

- providing multiple paths to learning.

- creating instructional tasks that motivate

students.

- using diverse resources.

- use time efficiently and adjust as

circumstances dictate.

VI. High Expectations for Students

Accomplished health education

teachers expect excellence from all

students and strive to maintain a setting

conducive to optimal learning that

empowers students to engage in

health-promoting behaviors.

We could achieve high learner expectations through:

- establishing sitting conductive for

optimal learning,

- Building student ability to apply

knowledge and act independently as

health literate individuals.

VII. Assessment

Accomplished health education

teachers are knowledgeable about and

are able to select, design, and

implement assessment instruments

to evaluate student learning and

improve teaching.

VIII. Equity, Fairness, and Diversity

Accomplished health education

teachers demonstrate equity and

fairness and promote respect and

appreciation of diversity.

( C )SUPPORTING

STUDENT LEARNING

IX. Partnerships with Colleagues, Families, and Community

Accomplished health education

teachers work collaboratively with

colleagues, families, and the community

to enhance the overall health and

learning of their students.

They recognize that their responsibility to reinforce consistent, positive health messages extends beyond their own classrooms.

X. Advocacy for the Profession

Accomplished health education

teachers promote the importance of

health education and encourage others

to do the same.

XI. Reflective Practice and Professional Growth

Accomplished health education

teachers stay current in research and

innovations in health education and

actively contribute to the profession.

They participate in reflective practices

that foster creativity, stimulate personal

growth, and enhance professionalism.

Thank you