New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 64 - SCHOOL PERSONNEL - COMPETENCIES FOR LICENSURE
Part 7 - COMPETENCIES FOR ENTRY-LEVEL HEALTH EDUCATION TEACHERS
Section 6.64.7.9 - COMPETENCIES FOR ENTRY-LEVEL HEALTH EDUCATION TEACHERS

Universal Citation: 6 NM Admin Code 6.64.7.9

Current through Register Vol. 35, No. 18, September 24, 2024

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.

Disclaimer: These regulations may not be the most recent version. New Mexico 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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