Content Guidelines/Standards Matrix
College/University
Western Michigan University
Code MA
Program/Subject Area
Source of Guidelines/Standards Michigan State Board of Education & AAHE/NCATE
Health Education
Candidate
Note: Required courses should be listed on this matrix. If elective courses are included, they should be clearly indicated.(*)
Standards and Benchmarks
Entry Level Standards for
MI HE Teachers
Standard I: Candidates comprehend
and apply health concepts and skills,
theories and models of behavior
change, and principles of health
promotion.
Competency A: Understand basic health
content as it relates to school health
education.
Benchmark 1 (understand
interactions of structures and
functions of human body and health
behavior)
Benchmark 2 (apply health education
content and dimensions of health to
priority health areas)
AAHE/NCATE Initial-Level
Standards for HE Teachers
Standard II: Plans Effective HE
Programs:
Key Element B: Develops a logical
scope and sequence plan for a health
education program.
Candidates display functional knowledge
of health concepts related to alcohol and
other drugs, injury prevention, nutrition,
physical activity, sexual health, tobacco,
mental health, personal and consumer
health, and community and environmental
health.
Courses, Assignments,
and Experiences
Evaluation
and
Reflection
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Competency B: Demonstrate skills
related to individual health.
Benchmark 1 (demonstrate effective
interpersonal communication skills)
Benchmark 2 (demonstrate strategies
used to recognize, avoid, manage
health risks)
Benchmark 3 (demonstrate ability to
solve problems, make decisions, set
goals)
Benchmark 4 (demonstrate strategies
used to resolve conflict, prevent
violence)
Competency C: Analyze and predict the
impact of health behaviors that support
child health as identified in health
research
Benchmark 1 (identify
developmentally appropriate health
needs, risk and protective factors for
young people)
Benchmark 2 (investigate social,
personal factors that influence
health behaviors)
Benchmark 3 (investigate role of
skills, knowledge, self-efficacy,
perceived risk, motivation and
environment in changing behavior)
Standard II: Plans Effective HE
Programs: Key Element B: Develops a
logical scope and sequence plan for a
health education program.
Candidates apply decision-making,
communication, goal-setting, selfmanagement, and advocacy skills as they
relate to health content.
Candidates apply decision-making,
communication, goal-setting, selfmanagement, and advocacy skills as they
relate to health content.
Standard III: Assesses Individual and
Community Needs:
Key Element B (Distinguishes between
behaviors that foster and those that
hinder well-being)
Candidates distinguish between risk and
protective factors within the family,
school, peer group, and community.
Candidates identify physical, social,
emotional, intellectual, and other factors
that influence one or more health-related
behaviors of school-aged youth.
Candidates identify individual behaviors
that promote and /or compromise personal
health and well-being; articulate how
cognitive, affective, and skill-based
learning and other experiences impact
patterns of health behavior.
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Benchmark 4 (analyze
interrelationships of health
dimensions during childhood)
Benchmark 5 (analyze impact of
disease, health problems, medical
advances, research on health
practices and disease prevention)
Standard II: Candidates assess
individual and group needs for
school-based health education.
Competency A: Obtain health-related
data about the social and cultural
environments, growth and development
factors, needs and interests of young
people.
Benchmark 1 (select valid, current
sources of information and data)
Benchmark 2 (use computerized
sources of information and data)
Benchmark 3 (select and use
appropriate data-gathering
instruments)
Benchmark 4 (apply appropriate
techniques for gathering needs
assessment data)
Competency B: Analyze and apply state
laws and local policies pertaining to
school health education.
Benchmark 1 (identify and apply
Michigan law regarding school
health education)
Standard III: Assesses Individual and
Community Needs
Key Element A: Candidates obtain
health-related data about social and
cultural environments, growth and
development factors, needs, and interests
of students.
Candidates select valid, reliable, and
credible sources of data and information
about health needs, interests, and
concerns;
Candidates use technology-based sources
of information;
Candidates identify appropriate datagathering instruments;
Candidates apply various methods to
collect health-related data and
information.
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Benchmark 2 (analyze the role of the
local district in setting policies,
procedures for school health
education)
Benchmark 3 (access resources related
to federal, state, and local district
laws, policies, and regulations)
Competency C: Use the obtained data to
guide health education planning and
instruction.
Benchmark 1 (analyze and interpret
needs assessment data)
Benchmark 2 (determine priority
areas of need for health education)
Standard III: Candidates plan
effective school-based health
education programs based on a
continuous learning cycle.
Competency A: Recruit support in
program planning for school-based
health education.
Benchmark 1 (advocate for the
program with students and other
stakeholders)
Benchmark 2 (employ services of
regional health coordinator for
various needs)
Benchmark 3 (obtain commitments
from stakeholders)
Key Element C: Candidates determine
health education needs based on
observed and obtained data.
Candidates review, display, and interpret
needs assessment data for diverse student
populations;
Candidates establish criteria for
prioritizing areas based on diverse student
needs; apply established criteria to identify
priority needs for school-based health
education and CSHPs.
Standard II: Candidates plan effective
health education programs.
Key Element A: Candidates recruit
school and community representatives to
support and assist in program planning.
Candidates identify individuals and/or
groups whose cooperation and support
will be essential to program success;
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Benchmark 4 (utilize advisory board
to seek ideas and opinions of
stakeholders)
Benchmark 5 (analyze
recommendations, incorporate those
into the planning process that support
best practice)
Benchmark 6 (analyze existing
procedures for compatibility with
school policy and state law)
Candidates integrate other school and
community resources and
recommendations within the health
education program plan.
Competency B: Develop a logical and
Key Element B: Candidates develop a
developmentally appropriate scope and logical scope and sequence plan for a
sequence plan that is based on the
health education program.
Michigan Content Standards and
Benchmarks for Health Education.
Benchmark 1 (determine the range of Candidates determine the range of
essential health concepts,
essential health concepts and skills that
information, and skills related to
are developmentally-appropriate and
content that are culturally and
culturally-sensitive to a diverse student
developmentally appropriate)
population;
Benchmark 2 (organize and prioritize Candidates organize and prioritize the
health content in a logical and
scope of a health education program in a
developmentally appropriate
logical sequence.
sequence)
Competency C: Formulate
Key Element C: Candidates formulate
developmentally appropriate
appropriate and measurable learner
performance indicators that are based on objectives.
the Michigan Content Standards and
Benchmarks for Health Education.
Benchmark 1 (use the scope and
Candidates use the scope and sequence
sequence plan and state standards to plan and state/national standards and
develop performance indicators that guidelines to designate performance
describe essential student skills and indicators that describe functional health
concepts)
concepts and essential student skills;
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Benchmark 2 (periodically review
and revise performance indicators
based on state standards and current
needs assessment information)
Competency D: Design
developmentally appropriate modules of
study consistent with the identified
performance indicators and the
Michigan Teaching/Learning Standards.
Benchmark 1 (access and review
curricular models and program for
consistency with specific
performance indicators and teaching
strategies)
Benchmark 2 (align proposed
learning activities with performance
indicators)
Benchmark 3 (develop activities that
use research-based educational
strategies)
Benchmark 4 (formulate and modify
a variety of teaching and learning
strategies to meet diverse learning
styles and needs
Benchmark 5 (select and adapt
strategies best suited to instruction
in a given setting)
Benchmark 6 (plan a continuous
cycle of learning opportunities that
build, reinforce mastery of
performance indicators)
design measurable cognitive, affective,
and skills-based learner objectives that
are developmentally-appropriate;
Candidates review and revise
performance indicators based on current
needs assessment findings.
Key Element D: Candidates design
educational strategies consistent with
specified learner objectives.
Candidates access and review existing or
new health education curricula for
consistency with performance indicators
and research-based “best practice;”
Candidates delineate a wide variety of
instructional strategies aligned to meet
diverse student needs;
Candidates plan learning opportunities
that reinforce mastery of previously
identified learner objectives.
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Standard IV: Candidates implement
health education program based on a
continuous learning cycle.
Competency A: Exhibit competence in
implementing planned programs, using
best practice aligned with the Michigan
Teaching and Learning Standards.
Benchmark 1 (employ a wide range
of appropriate strategies for diverse
needs)
Benchmark 2 (apply individual and
group learning strategies to given
situations)
Benchmark 3 (select and
appropriately use media and
technology to enhance learning)
Benchmark 4 (use strategies matched
to performance indicators)
Competency B: Connect instruction to
prior student learning in specified
settings, e.g., elementary, middle or high
school; general, special, or alternative
education.
Benchmark 1 (pretest learners to
determine current skill and
conceptual understanding)
Standard III: Candidates implement
health education programs.
Key Element C: Candidates exhibit
competence in carrying out planned
programs.
Candidates employ “best practice”
experiential methods that impact
cognitive, affective, and skill domains;
apply pedagogically sound learning
strategies for diverse individuals and
groups; manage classroom logistics and
maintain order;
Candidates effectively use a variety of
resources and media.
(Key Element B): Candidates access and
use state-of-the-art resources,
educational media, and instructional
technology and equipment;
Candidates use developmentallyappropriate and culturally-sensitive
classroom strategies and service-learning
experiences to support designated learner
objectives;
Key Element A: Candidates analyze
factors affecting the successful
implementation of health education and
Coordinated School Health Programs
(CSHPs).
Candidates gather information about
students’ previous knowledge, attitudes,
perceptions, and skills to determine
readiness for proposed instructional
strategies;
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Benchmark 2 (develop subordinate
performance indicators as needed
for instruction)
Benchmark 3 (assist students in
making learning connections
between health instruction and other
curricular areas)
Competency C: Select curricula,
Key Element B: Candidates select
strategies, and materials best suited to
resources and media best suited to
implement instruction for specific learners. implement program plans for diverse
learners.
Benchmark 1 (analyze factors that
Candidates analyze diverse learner
influence choice of curricula,
characteristics and other factors when
strategies, materials)
choosing appropriate materials,
technology, and media;
(Key Element A) Candidates identify
supports and barriers to successful
implementation of health education
curricula and CSHPs and strategies to
overcome barriers.
Benchmark 2 (evaluate the efficacy
Candidates develop criteria for choosing
of alternative strategies to help
most promising instructional resources
students meet performance
and CSHP strategies to match objectives
indicators)
for diverse learners.
Benchmark 3 (determine the
(Key Element C) Candidates request,
availability of information,
access, and use available facilities and
personnel, time, equipment needed
space for instruction;
for program implementation)
Competency D: Monitor the program by
using the continuous learning model to
adjust educational strategies and
activities as needed to help students
achieve mastery.
Key Element D: Candidates monitor
educational programs, adjusting
objectives and instructional strategies as
necessary.
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Benchmark 1 (compare actual
program activities with stated
performance indicators)
Benchmark 2 (assess the relevance of
existing performance indicators to
current student needs)
Benchmark 3 (revise instructional
activities and performance indicators
to meet changes in student needs)
Benchmark 4 (periodically revise
performance indicators to meet
changing student needs, in
accordance with district and state
policies)
Benchmark 5 (analyze how well
resources and materials align with
given performance indicators)
Standard V: Candidates evaluate
effectiveness of school-based health
education.
Competency A: Develop plans to
continually evaluate the health literacy
of students using performance-based
assessments that align with the
implemented curriculum and with the
Michigan Assessment Standards.
Benchmark 1 (determine
performance-based criteria for
scoring student work)
Benchmark 2 (develop tools for
scoring concepts and skills, such as
rubrics)
Benchmark 3 (determine the criteria
for group performance for program
evaluation)
Candidates monitor student work as it
relates to stated student outcomes;
Candidates address emerging student
questions, concerns, and interests on an
ongoing basis;
Candidates revise learner objectives and
instructional strategies to meet emerging
diverse student needs.
Candidates monitor educational
strategies, resources, and materials as
relevant to learner objectives.
Standard IV: Candidates evaluate the
effectiveness of coordinated school
health programs.
Key Element A: Candidates develop
plans to assess student achievement of
program objectives.
Candidates develop standards of
performance as criteria for assessing
impact on student learning;
Candidates develop an electronic
inventory of valid and reliable evaluation
instruments;
Candidates select appropriate formative
and summative evaluation methods to
determine student progress and levels of
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Benchmark 4 (develop a realistic
plan for performance-based
assessment)
Benchmark 5 (develop a bank of
valid and reliable curriculumembedded assessment items)
Benchmark 6 (select appropriate
items for assessing student
achievement of competencies)
Competency B: Carry out evaluation
plans.
Benchmark 1 ( administer
assessment items and other
evaluation activities in plan)
Benchmark 2 (use data collecting
methods appropriate to the
performance indicators)
Benchmark 3 (analyze resulting data)
Competency C: Interpret results of
student assessment.
Benchmark 1 (apply performance
criteria to individual and student
work, using the tools designed)
Benchmark 2 (assist students and
families with interpreting student
performance)
CSHP implementation and impact.
Candidates devise a realistic and feasible
evaluation plan that spans health
education and CSHP implementation;
Candidates develop an electronic
inventory of valid and reliable evaluation
instruments;
Key Element B: Candidates carry out
evaluation plans.
Candidates delineate steps to implement
evaluation plans; administer
measurement instruments as specified in
evaluation plan;
Candidates use appropriate data
collection methods to assess impact on
student learning;
Candidates use computer technology and
basic statistical procedures to input and
analyze evaluation data.
Key Element C: Candidates interpret
results of program evaluation.
Candidates use evaluation results to
determine impact of instruction on
student learning and group progress
based on criteria stated in performance
indicators;
Candidates interpret evaluation results;
demonstrate dispositions and skills to
present findings to students, families,
school personnel, and community
members;
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Benchmark 3 (apply criteria of group
performance to evaluate the
effectiveness of the health education
program)
Benchmark 4 (report effectiveness of
the health education program, using
aggregate student performance)
Competency D: Analyze findings for
future program planning.
Benchmark 1 (explore possible
explanations for important findings)
Benchmark 2 (identify, recommend
and implement strategies for
improving program effectiveness
and student performance)
Standard VI: Candidates collaborate
with others to implement a
coordinated school health program.
Competency A: Participate in school
wide, cross-curricular program planning
that focuses on the healthy development
of young people.
Benchmark 1 (determine the extent
of instruction across the curriculum
that addresses health issues)
Candidates identify limitations of
evaluation design; use aggregate data to
recommend changes in health instruction.
Key Element D: Candidates infer
implications of evaluation findings for
future program planning.
Candidates explore possible explanations
for evaluation findings; provide
explanations for bias in evaluation
results;
Candidates interpret evaluation results to
draw inferences about future program
efforts; describe relationships among
student outcomes, candidate dispositions
and skills, and evaluation strategies; use
results to determine and recommend
modifications of instructional program
and/or CSHPs.
Standard V: Candidates coordinate
provision of health education programs
and services.
Key Element A: Candidates develop a
plan for coordinating health education
with other components of a school
health program.
Candidates determine the extent of
existing health-related programs and
services in the school and community;
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Benchmark 2 (identify available
school services used to enhance
healthy development)
Benchmark 3 (advocate for the
coordination of school health
programs and services)
Benchmark 4 (identify gaps and
overlaps in the provision of
coordinated school health programs)
Candidates describe components of a
CSHP;
Candidates explain the value of
coordinating CSHP components;
Candidates identify gaps and duplication
in the provision of CSHP;
Candidates develop a plan for
coordination of CSHP.
Competency B: Promote and contribute
to a nurturing and health-promoting
school climate that supports students'
capacity to learn.
Benchmark 1 (promote cooperation
with, and feedback from, all staff,
parents and students)
Benchmark 2 (model the conflict
resolution strategies that are taught
to students)
Benchmark 3 (function as a liaison
between school staff, health
advisory council, and community
resource groups)
Benchmark 4 (analyze the role of the
health education teacher in modeling
positive health behaviors, and serve
as a role model for students and staff)
Benchmark 5 (advocate for and
implement school policies that
foster the health, wellness, and
safety of young people)
Key Element B: Candidates demonstrate
the dispositions and skills to facilitate
cooperation among health educators,
other teachers, and appropriate school
staff.
Candidates identify formal and informal
channels of communication;
Candidates appropriately apply a variety
of negotiation, mediation, and conflict
resolution skills.
Candidates analyze the role of school
health educators as liaisons among CSHP
staff and representatives of communitybased agencies and organizations.
Candidates demonstrate disposition and
skill to facilitate cooperation among
school-site staff and staff at other schools
and/or the district-level.
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Competency C: Collaborate with school
district personnel and community
agencies responsible for child health.
Benchmark 1 (collaborate with
school district and community
personnel to provide classroom
health instruction)
Benchmark 2 (suggest approaches
for integrating health education
within existing school district
programs)
Benchmark 3 (participate as a team
member in collaborative planning
among school district or community
personnel)
Competency D: Present school health
information to adult learners.
Benchmark 1 (plan a presentation
with a specific message for adult
learners)
Benchmark 2 (use instructional
resources that meet a variety of
adult learning needs)
Benchmark 3 (demonstrate a wide
range of strategies for conducting
presentations for adult learners)
Key Element C: Candidates formulate
practical modes of collaboration among
health educators in all settings and other
school and community health
professionals.
Candidates describe strategies for
enhancing communication among health
educators and other personnel
responsible for school and community
health-related programs and services;
Candidates suggest approaches for
integrating comprehensive health
education with community programs;
Candidates identify commonalities and
differences among selected health agencies
and organizations; specify the benefits and
challenges of collaboration.
Key Element D: Candidates organize
professional development programs for
teachers, other school personnel,
community members, and other
interested individuals.
Candidates plan competency-based
professional development sessions;
Candidates determine appropriate
educational and technological resources
and instructional methods to meet diverse
needs of teachers and other school
personnel.
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Standard VII: Candidates act as a
resource person to others regarding
healthy development.
Competency A: Use technology
effectively to access valid health
information
Benchmark 1 (match a health need
with valid information sources)
Benchmark 2 (access valid
information sources)
Competency B: Consult effectively with
others requesting assistance with health
concerns.
Benchmark 1 (observe appropriate
limits of consulting regarding health
concerns, and referring to
specialized services)
Benchmark 2 (demonstrate listening,
problem-solving, and
communicating skills for
Standard VI: Candidates act as a
resource person in health education.
Key Element A: Candidates utilize
computerized health information
retrieval systems effectively.
Candidates use basic communication
technologies/applications (e.g., electronic
mail, data processing, graphics programs,
word processing); use the Internet to
access health research database and
surveillance systems and interact with webbased programs; identify on-line learning
activities and resources aligned with health
instructional goals and meaningful to
students; use a variety of communication
and technology systems that provide health
information (e.g., compact discs, DVD
players, videotape and audio tape,
teleconferences/ videoconferences);
evaluate computerized health information
for validity, reliability, credibility, and
accuracy.
Key Element B: Candidates establish
effective consultative relationships with
those requesting assistance in solving
health-related problems.
Candidates identify specialists and
services available for students in crisis.
Candidates reflect on need for
communication skills in effective
consultative relationships; demonstrate
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consultation purposes)
Benchmark 3 (demonstrate
appropriate handling of student
disclosure by maintaining support,
confidentiality, and reporting based
on state and district policy)
Competency C: Interpret and respond to
requests for health information and
services.
Benchmark 1 (identify valid
available resources and the process
for accessing those resources)
Benchmark 2 (provide guidance to
students for selecting valid health
information and services)
Benchmark 3 (employ a wide range
of approaches in referring students
to valid information sources and
services)
Competency D: Select effective
educational resource materials for
dissemination.
Benchmark 1 (assemble educational
material of value to the of children,
youth, and families)
dispositions and skills to interact and
communicate with other school staff,
students, parents, and community
stakeholders;
Candidates discuss ethical and
professional dispositions related to
student disclosure and confidentiality,
sensitive issues, and adherence to school
policy and state mandates.
Key Element C: Candidates interpret
and respond to requests for health
information.
Candidates use data from national, state,
and local child and adolescent health
research to respond to requests for
information about health issues, school
policy development, and adoption of
health curricula; identify health and
safety youth-serving organizations,
agencies, and associations.
Candidates help all students locate
current, reliable, and credible sources of
information;
Key Element D: Candidates select
effective educational resource materials
for dissemination.
Candidates select, assemble, and
distribute valid and reliable health
information related to diverse schoolaged youth;
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Benchmark 2 (evaluate the worth and
applicability of resource materials
for given audiences)
Benchmark 3 (know where and how
to access resources for specific
health needs)
Benchmark 4 (compare different
methods for distributing educational
materials)
Candidates formulate criteria for
selection of instructional materials.
Candidates are aware of national, state,
and local organizations/associations that
support youth health initiatives and use
publications disseminated by them;
Candidates disseminate accurate and
valid health materials for diverse
audiences.
Standard VIII: Candidates advocate
Standard VII: Candidates
and communicate for child health and communicate health and health
health education needs, concerns, and education needs, concerns, and
resources.
resources.
Competency A: Interpret concepts,
Key Element A: Candidates interpret
purposes, and theories of school health
concepts, purposes, and theories of
education.
health education.
Benchmark 1 (evaluate the state of
Candidates define health education and
the art of school health education)
identify current goals, objectives, and
practice in diverse settings; examine
educational, psychological, sociological,
and anthropological theory in relation to
health education practice;
Benchmark 2 (analyze the
Candidates describe the historical basis
foundations of the discipline of
of health education;
school health education)
Benchmark 3 (analyze the
interdependence of school health
education and components of a
coordinated school health program)
Benchmark 4 (formulate a rationale
for K-12 school health education
and clarify its role in the core
curriculum)
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Benchmark 5 (analyze the major
responsibilities of the health
education teacher within a
coordinated school health program)
Competency B: Predict the impact of
society value systems on school health
education programs.
Benchmark 1 (investigate social
forces causing opposing viewpoints
regarding health education needs
and concerns for young people)
Benchmark 2 (employ a wide range
of strategies for dealing with
controversial health issues)
Candidates reflect on knowledge,
dispositions, and skills of health
educators.
Key Element B: Candidates predict the
impact of societal value systems on
health education programs.
Candidates investigate potential impact
of social forces, values, and systems on
individual and community perspectives
related to health issues;
Candidates identify strategies for dealing
with controversy related to health
education needs and concerns.
Key Element C: Candidates select a
variety of communication methods and
techniques in providing health
information.
Candidates deliver health-promoting
messages clearly and concisely; identify a
range of strategies for communicating
health information to individuals, small
groups, and large groups; facilitate small
and large group discussions by modeling
appropriate dispositions and skills.
Competency C: Communicate effectively Key Element D: Candidates foster
with students, family members, school
communication between health care
personnel, and community health
providers and consumers.
professionals within a team approach.
Benchmark 1 (function as a liaison
Candidates identify factors influencing
between the school [students and
students’ and parents’ understanding of
staff] and health service
health information and acceptance of
organizations, including consumer
health services; translate scientific
groups)
concepts for understanding by students,
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parents, and staff; act as a liaison
between health care providers and
diverse students, parents, and staff.
Standard IX: Candidates practice
reflectively, seeking opportunities to
grow professionally.
Competency A: Reflect on and revise
teaching practice based on selfassessment and assessment of students.
Benchmark 1 (participate in
professional organizations for health
and general education)
Benchmark 2 (seek ongoing
professional development
opportunities)
Benchmark 3 (consult professional
literature, colleagues, and other
resources for professional growth)