SOPHE and the National Commission for Health Education Credentialing, Inc. (NCHEC) conduct a psychometric practice analysis every five years to ensure that professional preparation and continuing education meet contemporary societal needs. These studies are guided by the principle that health education is a single profession with common roles and responsibilities.

The latest study validated the HESPA II hierarchical model that includes Eight Areas of Responsibility, including assessment, planning, evaluation, administration, communication, advocacy, leadership, and professionalism. These Eight Areas of Responsibility detail the Competencies and Sub-Competencies that underlie the role of the health education specialist. The Areas of Responsibility are further defined into thirty-five Competencies and 193 Sub-Competencies (Knowlden et al., 2020). HESPA II 2020 was used as the basis for the SOPHE HETP Standards.

Health education competency studies also provide the foundation for certification by NCHEC as a CHES® for the entry-level professional and MCHES® for the advanced professional. NCHEC certifications are the gold standard among many public and private employers who want to ensure they are hiring quality candidates equipped with the latest health education knowledge and skills needed in contemporary practice. To date, there are more than 15,700 CHES® and MCHES® representing all fifty states in the United States and Puerto Rico, as well as many others who are practicing internationally or on military bases overseas.

Suggested Use Within Curriculum:
Faculty and staff are encouraged to direct HETE candidates to these resources and the opportunity to apply for certification as a health education specialist. Additional elective courses in health education/community health may need to be completed to be able to sit for the CHES® certification exam. It is recommended that these resources be given during introductory courses and reintroduced toward the end of pre-service teacher coursework.

The CHES® examination is open to candidates who have

• met required academic preparation qualifications (usually in health and health-related coursework—see NCHEC website for details),
• successfully passed a competency-based examination administered by NCHEC, and
• continue to satisfy the continuing education requirement to maintain credentialed status.

The test consists of 165 multiple-choice questions (150 are scored and fifteen are pilot tested) and is offered twice annually. Candidates are allotted three hours to complete the examination. The CHES® exam is offered on a computer-based format at test centers throughout the United States and overseas. To prepare for the CHES® exam, candidates can choose to utilize available courses and resources on the NCHEC and SOPHE websites.

HETE faculty and staff are encouraged to

• frame courses to address the Areas of Responsibility of health education specialists and
• remind candidates of eligibility for the CHES® certification at the end of their program.

Resources:

• Areas of Responsibilities, Competencies, and Sub-Competencies for Health Education Specialists -2015 (currently in effect as basis for exam—please note this is changing in 2022)
• Candidate Information Sheet
• CHES® Exam General Information
• CHES® Exam Eligibility

The NTBC is a public assurance that candidates and teachers have met the profession’s highest standards. This certification is only available to teachers with experience in the field. Professional preparation faculty and staff are encouraged to

• remind their candidates to register and create a profile on the National Board for Professional Teaching Standards site,
• encourage early compilation of their e-portfolio, which will be reviewed prior to admission to testing, and
• encourage regular maintenance of certification.

Maintenance of certification is designed based on best practices by leaders in the profession to ensure that National Board Certified Teachers continue to grow professionally while they maintain strong, impactful practices on student learning across the nation.

Recently, the National Teaching Board made changes to provide a candidate flexibility in completing their portfolio submissions, renewal, and maintenance of certification during the COVID-19 pandemic.

It is recommended that HETE faculty and staff introduce candidates to the NTBC at the beginning of their coursework, integrate measures throughout to reinforce the importance of compiling their portfolio, and reintroduce it toward the end of coursework to register for portfolio evaluation and a testing date.

Resources:

• Choosing the Right Certificate
• Request for Testing Accommodations

Professional organizations offer the opportunity for school health educators to connect with their colleagues, learn from other professionals, and stay up-to-date with changes in their field. Membership in national or local health education organizations allow for collaboration, professional development, and a diversification of experiences. Many organizations offer in-person or online opportunities for continuing education as well as discounted membership rates and opportunities for scholarships and recognition for students and new professionals.

HETE faculty and staff are encouraged to instruct candidates that continuing education is often required in certain states based on licensure and other certification requirements held by in-service school health educators. Faculty and staff are encouraged to

• help enroll students in professional school health organizations (examples below),
• model best practice by joining organizations, and
• integrate practices from continuing education into coursework.

Examples of Organizations for School Health Educators:

• Society for Public Health Education (SOPHE) School Health Focus Area & the Child and Adolescent School Health (CASH) Community of Practice
• American School Health Association (ASHA)
• SHAPE America
• American Public Health Association (APHA) School Health and Wellness Section
• ASCD
• Society of State Leaders of Health and Physical Education
• Eta Sigma Gamma

The SOPHE School Health Team developed and collected additional resources for effective online teaching that can be utilized by faculty, staff, and their teacher candidates (once out in the field). Given the rapid transition to online/virtual teaching and learning due to the COVID-19 pandemic, many school health educators have had to quickly adapt their teaching skills for online learning.

Teacher candidates can utilize the resources provided below to effectively engage and teach students health education within an online environment.

Resources:

• Tips for Online Learning
• Arizona State University Teach Online Toolkit
• Harvard University Online Pedagogy
• IDRA Best Practices for Teaching Online
• Advocates for Youth Virtual Professional Development
• ETR Virtual Learning Tip Sheet