National University

• TED305
• TED300
• TED310
• TED430
• HED351
• COH100

Recommended: Prior completion of

• TED330B
• TED420
• COH320
• COH416
• COH317
• COH318
• COH319
• HED308
• HED311
• HED414
• COH321

• Utilize developmentally appropriate grade level content using the Health Framework and Health Education Content Standards for California Public Schools in the following areas: personal health and lifelong wellness; physical activity and fitness; nutrition and diet; mental and emotional health; consumer and community health; violence prevention and safety; alcohol, tobacco, and other drugs; sexuality and family living; communicable and chronic diseases.
• Explain the role of the classroom teacher as a role model and leader in relation to development of students' physical, emotional, and social well-being; promotion of positive health choices; and coordination of school and community-wide efforts to improve the health of students.
• Select learning management strategies that support positive learning environments and ensure healthy human development within the cross-cultural, linguistically diverse classroom.
• Demonstrate instructional and technology materials and strategies appropriate for adolescent students.
• Identify the local, state, and national community and educational resources /agencies, and Internet resources necessary for meeting the health education needs of all learners.
• Explain multiple assessment practices and instruments that facilitate and account for learning and support positive growth for all students.
• Design lesson plans in an approved format that meet grade level health expectations as identified in the Health Framework and Health Education Content Standards for California Public Schools and that incorporate appropriate instructional objectives, a variety of efficient strategies and technologies, sequenced and differentiated instruction to accommodate students’ needs, and assessment measurements of student growth and learning.
• Discuss the professional standards, ethics, and reflective practices of the classroom teacher.

• MAJOR IN HEALTH SCIENCES WITH A PRELIMINARY SINGLE SUBJECT CREDENTIAL (CALIFORNIA)
  • Demonstrate a thorough understanding of the learning needs of students through the creation of positive learning environments.
  • Demonstrate professional standards and ethics.
  • Describe how to support growth in cognitive, social, physical, and emotional domains.
  • Design, implement, and evaluate standards-based lesson plans for learning and achievement in content areas.
  • Discuss the evolving role of a health science teacher as a culturally responsive health educator, counselor, advocate, and resource for individuals, families, and communities.
  • Discuss the personal, social, and legal requirements and appropriate prevention and intervention strategies in providing a safe, inclusive school environment.
  • Integrate educational technology to meet the needs of all learners.
  • Utilize different teaching strategies to accomplish teaching and learning goals.
  • Utilize systematic observations, documentation, and other effective assessment strategies in a responsible manner to facilitate and account for learning and to support positive growth.

1.  Classroom Dialogue, Discussion and Discourse: 

Candidates will complete assigned readings in the text, view lectures and videos  and participate in discussion boards.  Discussions are  designed to give candidates an opportunity for sharing and interacting with one another.

2. Responses to Readings

Candidates will be reading and responding to various texts to initiate the process of becoming a “reflective and critical practitioner.”  The assigned readings are outlined in the schedule and the response format is listed following the schedule. Responses will be submitted each class session and do not need to be typed.

3. Reflective Journal   

The reflective journal will be a short (4-5 pages) reflection on what was learned in the readings overall and in class and how that learning can be used to improve, one is teaching. Candidates are to utilize the  template provided  addressing what they learned, what they learned that will help students learn, what new metacognitive understanding they have gained as a teacher and learner.   

4. Field Experience- Observation:

Candidates will conduct observation of a health education class. Candidates will complete a written analysis of teaching and learning.

5.Lesson Plans -signature assignment

Candidates must design two health education lessons for a particular group of students and for different  domains of  health education. The specific Lesson Plan format MUST  be used for planning. All parts of the lesson plan must be completed and align with the Health Framework And Health Education Content Standards For California Public Schools: Kindergarten Through Grade 12, TPEs and the TPA Task 2  requirement.

6. Case Study

Using data presented in class, candidates will write a case study that includes student learning needs, instructional strategies, and further assessments to monitor student progress. 

7. Philosophy Paper

Utilizing and synthesizing all knowledge gained in the course, the candidate will write a personal philosophy of teaching and learning. Candidates  will  develop a position paper on the importance and role of healthy life skill development in youth, trained health education teachers, and/or comprehensive/coordinated school health programs.

8. Final Examination

Using research to support thinking, each candidate will complete a multiple choice / essay final exam.