N.M. Code R. § 6.64.7.9 - COMPETENCIES FOR ENTRY-LEVEL HEALTH EDUCATION TEACHERS
Upon completion of a program in health education, the health education teacher shall be able to:
A.
assess individual/school/community needs for health education by:
(1) determining the cultural environment
related to school/community;
(2)
obtaining and utilizing health related data about social and cultural
environments, family, growth and development factors, needs and
interests;
(3) understanding the
prevention of risky behaviors to include, but not limited to: use of tobacco,
alcohol and other drugs; dietary patterns; sedentary lifestyles; behaviors that
result in sexually transmitted diseases and unintended pregnancy; behaviors
that result in unintentional injuries; and violent and other anti-social
behaviors;
(4) determining
appropriate teaching objectives and methods for interactive/skills-based
education.
B. plan
effective school health education programs and demonstrate knowledge and skills
regarding each of the following by:
(1)
ensuring that the delivered health education curriculum aligns with the New
Mexico health education standards required of students in pre K-12 health
education programs;
(2) designing
educational programs consistent with specified program objectives;
(3) designing a planned sequential pre K-12
curriculum designed to develop life skills to include, but not limited to:
communication; non-violent conflict resolution; decision-making; goal setting;
stress management; and resisting negative social pressure;
(4) assessing factors and situations that
influence the development of personality, family relationships, positive
self-concept, coping skills, mental health, and emotional maturity;
(5) incorporating input from community
organizations, resource people, and potential participants for support and
assistance in program planning.
C. exhibit competence in carrying out planned
health education programs by:
(1) implementing
a planned sequential pre K-12 curriculum designed to develop life skills to
include, but not limited to: communication; non-violent conflict resolution;
decision-making; goal setting; stress management; and resisting negative social
pressure;
(2) imparting information
to enable students to analyze the influences of culture, media, technology, and
other factors on health;
(3)
demonstrating the ability to write clear objectives and lesson plans;
(4) identifying and managing the importance
of interpersonal relationships in the classroom setting;
(5) exhibiting knowledge and interactive
skill-based teaching methods in the areas of, but not limited to: substance use
and abuse prevention; nutrition; personal health; family health; community
health; consumer health; environmental health; growth and development/
sexuality; mental and emotional health; injury prevention and safety; and
prevention and control of disease;
(6) involving parents/guardians in the
implementation of health-related curriculum.
D. demonstrate competence in teaching health
information and services by:
(1) organizing
and conveying beliefs, ideas, and information about health through oral,
written, artistic, graphic and technologic mediums;
(2) demonstrating the ability to foster
advocacy for personal, family, and community health;
(3) fostering communication that creates a
climate of understanding and concern for others by listening carefully,
responding thoughtfully, and presenting a supportive demeanor which encourages
others to express themselves;
(4)
communicating and using appropriate interaction strategies with children,
regardless of exceptionalities;
(5)
understanding the dynamics of controversial health issues and the impact of
opposing viewpoints;
(6) mediating
differences of opinion on controversial health issues;
(7) demonstrating proficiency in
communicating current health information and health education needs;
(8) demonstrating the ability to work as a
team member.
E. evaluate
the health education program and use the findings for future program planning
by:
(1) determining criteria for program
effectiveness;
(2) selecting
appropriate methods for evaluating program effectiveness;
(3) analyzing and interpreting resulting
evaluation data;
(4) recommending
strategies for future program improvement.
F. assess student achievement in health
education learning objectives by:
(1) using
assessment techniques such as performance testing, interviews, portfolios, and
observations for assessing student progress and student outcomes that are
aligned with instruction and New Mexico health education content standards for
students;
(2) using assessment that
may be appropriately modified to accommodate the needs of students regardless
of exceptionalities;
(3)
recognizing and understanding the importance of using meaningful assessment to
improve curriculum and instruction.
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