Alabama Administrative Code
Title 290 - ALABAMA STATE BOARD OF EDUCATION
Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES
Section 290-3-3-.23 - Health Education (Grades 6-12)

Universal Citation: AL Admin Code R 290-3-3-.23

Current through Register Vol. 42, No. 11, August 30, 2024

(1) Rationale. A health education teacher is an effective communicator, a responsible citizen, a self-directed lifelong learner, and a critical thinker who implements the goals and objectives of the Alabama Course of Study: Health Education. These standards are aligned with the standards adopted in 2019 by the Society for Public Health Education (SOPHE). The standards build upon the Alabama Core Teaching Standards. An option to combine health education and physical education is provided in Rule 290-3-3-.24.

(2) Program Curriculum. In addition to meeting Rules 290-3-3-.03(6)(a)1. -4., 290-3-3-.03(6)(e)1.(i) -(iii) and 2.(i)-(iii), 290-3-3-.04, 290-3-3-.05, and 290-3-3-.14, the teaching field shall require an academic major that includes a minimum of 30 semester hours of credit with at least 18 semester hours of upper-division credit.

(a) Content 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. Candidates describe characteristics of effective health education curricula, including the theoretical foundations of health behavior.

2. Candidates use the National Health Education Standards and the Alabama Course of Study: Health Education as a framework for health education curriculum and identify how health education fits into a systemic approach that addresses the whole child.

3. Candidates describe factors that promote or compromise health or safety, including social determinants such as race, ethnicity, socio-economic status, and family life.

4. Candidates explain illness and disease etiology and prevention practices that enhance student health.

5. Candidates describe and provide examples of the health literacy skills of an informed consumer of health products and services.

(b) Needs Assessment. Candidates assess needs and assets of learners, learning, and the learning community in order to inform their practice.
1. Candidates explain expected patterns of human growth and development across cognitive, linguistic, social, emotional and physical areas.

2. Candidates describe how individual differences in learning styles influence learning.

3. 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.

4. Candidates synthesize data about school and community assets and deficits and their context including culture in support of developing a healthy school environment.

(c) 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.
1. Candidates apply data to guide prioritizing and planning health instruction that addresses identified needs of learners within the classroom, school, and community context.

2. Candidates apply principles of learning when designing individual, small group, and whole class learning activities and assessments.

3. Candidates plan a health education curriculum scope and sequence aligned with National Health Education Standards and the Alabama Course of Study: Health Education.

4. Candidates design and align measurable learning outcomes, assessments and instructional practices that support acquisition of functional health knowledge, health-related skills, and health beliefs.

5. Candidates select and create developmentally appropriate, culturally appropriate, inclusive and challenging instructional experiences that engage learners regardless of their race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency, and physical or cognitive ability.

(d) 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.
1. Candidates demonstrate multiple research/theory-based instructional strategies that help learners adopt healthy behaviors.

2. Candidates create a positive learning environment through competence in classroom management that stimulates engagement, collaborative learning, positive social interaction, inclusivity, and self-motivation among learners.

3. Candidates evaluate their own health education instructional practice and make necessary adaptations to meet the needs of each learner.

(e) Assessment. Candidates use multiple assessment methods that are aligned with standards and learning objectives to measure students' achievement, document their progress and guide instructional practice.
1. Candidates select and create multiple methods designed to assess changes in functional knowledge, health-related skills, and health beliefs.

2. Candidates align formative and summative assessments with educational standards, learning objectives, and instructional practice.

3. Candidates interpret assessment results and use them to improve future instruction for diverse learners.

(f) 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 learners' 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.
1. Candidates can explain how school health education and student health contribute to academic achievement and wellness across the lifespan.

2. Candidates advocate for learners' health and well-being and make referrals to other school and community professionals when appropriate.

3. Candidates can plan how to engage diverse families including those of differing race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency and physical or cognitive ability, as partners in supporting healthy practices and communicating with their children about sensitive issues using culturally relevant strategies.

4. Candidates demonstrate a variety of ways that include social media and other forms of technology to engage colleagues, and the community-at-large when promoting, planning and implementing best practices in health education.

5. Candidates can apply the Health Education Code of Ethics and other major responsibilities of a health education specialist to professional practice.

6. Candidates identify and engage in professional learning opportunities including ones that enhance skills in working with students with a diversity of backgrounds and abilities as well as with using up to date technology offered through health- and education-related organizations.

Previous Rule.12 was renumbered.23 per certification published August 31, 2021; effective October 15, 2021.

Author: Dr. Eric G. Mackey

Statutory Authority: Code of Ala. 1975, §§ 16-3-16, 16-23-14.

Disclaimer: These regulations may not be the most recent version. Alabama may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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