Western Michigan University College of Education
Department of Health, Physical Education, and Recreation
School Health Education (SHE) Majors and Minors
I- Portfolio and Matrix Guidelines (75 points)
SHE majors and minors are required to submit an hard copy or electronic portfolio that
summarizes and captures the skills and competencies that they developed from program courses
and activities. A portfolio is a document of compiled artifacts that support and demonstrate the
skills acquired throughout the school health program. It provides the evidence that a candidate
has developed the competencies and responsibilities of an entry-level health educator. The
portfolio demonstrates one’s mastery of teaching health education, but can also show
competence in other professional activities such as writing and presenting.
Each portfolio is a unique representation of a candidate’s professional self and
synthesizes the academic courses, field experiences, and capstone experience across the teacher
preparation program. Because potential health educators need to produce multiple measures of
the skills they acquire, each HET teacher candidate is responsible for compiling, arranging, and
organizing assignments from all courses that illustrate their skills as a health educator.
Candidates can use the matrix titled “Combined Health Education Standards Matrix” to identify
specific courses, assignments and experiences that contribute to the development of the nine
Michigan and seven AAHE/NCATE standards, competencies, and benchmarks.
HET majors will submit their matrix and portfolio at three different checkpoints: (a) at
the end of the foundations course (HPER 155), (b) at the end of the methods courses (HPER
412), and at the end of the clinical or internship experience (HPER 410/475). HET minors will
submit their portfolio at 2 different checkpoints: (a) at the end of the foundations course (HPER
155) and (b) at the end of the methods courses (HPER 412).
Organization of Portfolio Elements
The portfolio should be a well-organized, substantive representation of you as an entrylevel, certified, school health educator. Materials should be carefully chosen that reflect your best
work. Papers are submitted electronically to enhance the professional quality and appeal of your
portfolio. Comments on work from professors and instructors can be obtained through Iweb folio
to demonstrate one’s strengths and/or deficiencies in meeting the professional standards.
Health education standards. Organization of the portfolio should be according to
the following nine Michigan standards that have been correlated with the seven
AAHE/NCATE standards. Also included with the standards are course assignments that
could be included in the portfolio.
I:
Comprehending and Applying Health Concepts, Skills, and Principles
(NCATE Standard 1: Content Knowledge for Teacher Candidates)
 Identifying functional knowledge (HPER 220, 221, 222, 316)
 Researching for specific health topics and issues (HPER 220, 221, 222, 316)


Applying National/State Health Education Skills (HPER 220, 221, 222)
Writing a health-related Behavior Change Paper (HPER 350)
II.
Assessing Individual and Community Needs for Health Education
(Authentic Assessment and Diversity in the School Environment)
 Pretesting students knowledge, attitudes, skills, interests, practices (HPER 410)
 Researching social and epidemiological data for health problem (HPER 220, 221,
222, 312)
 Researching social and epidemiological data for unit rationale (HPER 410)
III.
Planning Effective Health Education Programs
(Planning Skills)
 Developing a Scope and Sequence for a K-12 (HPER 312)
 Developing a Block Plan for a semester health course (HPER 412, 410/475)
 Planning instruction for one-day (HPER 412, TA)
 Planning a 5-day unit based on instructional model (HPER 412, 410/475)
 Developing a Block Plan for a semester-long health course (HPER 412, 410/475)
IV.
Implementing Health Education Programs
(Teaching Practice)
 Developing educational media for health lessons such as transparency masters,
printed materials, videotapes, slides presentations (HPER 412, Teaching
Assistantship)
 Pictures of students engaged in lesson activities (HPER 412, 410/475)
 Videotaping or audio-taping lessons or presentations (HPER 412, 475)
 Collecting data on classroom management (HPER 412, 475)
 Demonstrating ability to facilitate group process strategies (HPER 412, 475, TA)
 Demonstrating ability to use computer technology (HPER 412, 475, TA)
V.
Evaluating the Effectiveness of Health Education Programs
(Authentic Assessment and Impact, Process, and Outcome Evaluation)
(Impact Evaluation)
 Developing tests that measure knowledge and skills (HPER 414, 412, Teaching
Assistantship)
 Developing surveys that measure interests, attitudes, and practices (HPER 414,
410/475, Teaching Assistantship)
(Process Evaluation)
 Evaluating self using data from videotapes and audiotapes (HPER 410/475, TA)
 Presenting mentor evaluations (HPER 412, 410/475, Teaching Assistantship)
 Presenting observations of teaching by peers, principles, professors, and other staff
(HPER 312, 412, 410/475, Teaching Assistantship)
 Presenting other types of professional evaluations (ESG's Tobacco Teach, Peer
Sexual Health Educators)
VI.
Collaborating with Others to Implement a Coordinated School Health Program
(CSHP)
 Researching and evaluating CSHP components (HPER 312)
 Interviewing school staff involved with CSHP components (HPER 312)
 Planning Instruction and Teaching in Schools (HPER 352, 412)
 Documenting community health experts as speakers (HPER 410/475, Teaching
Assistantship)
 Coordinating field trips (HPER 410/475)
VII.
Acting as a Resource Person in Health Education
(Professional Competence and Selection of Content)
 Developing a Web-based catalog (HPER 155, 220)
 Creating a resource unit on a specific topic (HPER 220) including resources and a
materials list;
 Answering difficult and complex questions posed by students (HPER 412, 410/475,
Teaching Assistantship)
VIII.
Advocating and Communicating for Child Health and Health Education Needs,
Concerns, and Resources (Professional Development and Understanding Learners)
 Writing a program rationale or justification (HPER 312)
 Presenting posters (HPER 155) and bulletin boards (HPER 412, 410/475)
 Developing a handout for poster presentations (HPER 155)
 Writing a personal or program mission statement (HPER 155 and 312)
 Interviewing a professional health educator (HPER 155, 220)
 Interviewing school personnel (HPER 412, 410/475)
 Creating persuasive communication media (HPER 312)
 Writing policy statements (HPER 316: Violence Prevention)
 Writing health-related position papers (HPER 450)
IX.
Practicing Reflectively and Growing Professionally
(Professional Development)
 Engaging in self-evaluation activities (HPER 412, 410)
 Completing and submitting portfolio (HPER 155, 412, 410)
 Serving as committee chair for Eta Sigma Gamma activities (ESG)
 Attending local, state, regional, and national conferences
Other Elements to Include in the Portfolio
Include additional documentation of professional growth and development in the
portfolio. These digitized documents might reflect certifications or qualifications in professional
activities (e.g., State of Michigan Health Education Teaching Certificate, First Aid/CPR
instructor certification, HIV/AIDS instructor training and qualification), and awards and honors
(Dean’s list, scholarships, ESG awards). Pictures that demonstrate your disposition as a teacher
would also lend themselves to placement in the portfolio.