K-12 Certification

Students interested in obtaining endorsement for Health Education, K-12 Certification should select this concentration. Coursework will prepare you to take the Certified Health Education Specialist (CHES) examination offered by the National Commission for Health Education Credentialing.

Admissions Note: A bachelor’s degree in the biological sciences or a liberal arts degree with a concentration in the sciences, health education, physical education, or nursing is required. Coursework in human anatomy, physiology, and psychology are necessary prerequisites of all content coursework.

All students must provide evidence of college-level coursework or equivalent competencies (audit, portfolio, or exam) in the following areas: exercise theory and programming, CPR, environmental issues in health and disease, first aid/CPR instructor course, drug behavior, sex and family living education, and anatomy and physiology with labs I and II.

Certification-only Option: Students would complete 38-41 credits as listed below, excluding the Master’s Core Component.

Use the Course Planning Matrix to see when Health Education courses will be offered.

Curriculum Requirements

  • Master’s Core Component – 9 credits
  • 3
    Recognizing that social behavior occurs within an intercultural context, that include ethical components, students will develop the basic knowledge and foundations necessary to understand and influence social behavior in a diverse society. Texts, readings, and learning modules have been chosen and/or designed to facilitate the student?s ability to understand the nature of social behavior cross culturally.
  • 3
    A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
  • 3
    Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
  • Learning Theory Component – 9 credits
  • 3
    An introduction to the teaching profession and the realities of teaching in today's schools. A series of seminars includes such topics as the history and structure of education, societal issues, the role of the teacher, instructional planning, legal rights and responsibilities of students and teachers, learning styles and effective teaching. A school observation/participation experience of a minimum of 30 hours is required.
  • 3
    An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
  • 3
    Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.
  • Health Education Component – 23 credits
  • 3
    This course is an introductory course to the health education and health promotion profession, its principles, "lingo", history, theories of behavior change, and career opportunities in the schools, and in the public. Early Springs.
  • 3
    Provides students with the information and resources that will enable them to develop skills in program planning for health promotion. Needs assessment, goal and objective formulation, instructional methods and materials, program implementation, and evaluation will be included. Prerequisite: HP 5010. Offered Springs.
  • 3
    Gives students the tools and skills they need to design and conduct health program valuations. Evaluation purposes, levels, methods, designs, and measurement issues will be covered. Prerequisite: HP 5020 and ED 5030. Offered Summers.
  • 3
    The focus of this course will be to introduce the student to mind-body techniques for stress management and health issues. Some of the techniques will include yoga, breathing, meditation, progressive relaxation, imagery, and massage as well as an introduction to the field of integrative medicine. Some of the therapies discussed will include energy medicine, aromatherapy, and acupuncture. Early Springs.
  • 3
    Focuses on instructional strategies for K-12 health education. Provides an opportunity to study and apply methodologies for standards-based unit planning, lesson development, student assessment, and teaching strategies for effective K-12 health education instruction in the differentiated classroom. Practical experience at the public school setting is required in order to facilitate practice and application of planning, assessment and teaching methodologies.
  • 1
    This course will discuss common diseases and disorders and the WEB of causation and Wellness models related to disease and the environment. Diseases discussed will include chronic diseases, communicable diseases, as well as some mental health diseases. Offered Spring Term of odd years.
  • 1
    This course is designed to provide students with an overview of contemporary drug use and abuse. Course content includes the determinants of drug abuse psychological, physiological, societal and pharmacological aspects of drugs, prevention and treatment of drug addiction, as well as information about specific drugs. Offered Spring of even years.
  • 1
    The focus of this course is to identify content, resources, materials, and instructional strategies for providing consumer education to various populations. Students will discuss key issues including legal and ethical considerations, curriculum development and resources for the school and community setting. The relationship of consumerism and health will be the underlying theme of this professional preparation course. Offered Spring of odd years.
  • 2
    This course is designed to provide students with information relevant to contemporary mental health issues and human sexuality issues. Students will be able to identify resource, personnel, and agencies pertinent to these issues. Offered Spring of even years.
  • 3
    A survey of concepts and current issues in nutrition and physical activity. Students will be engaged in current research, guidelines and health behavior theories/models to better understand and be able to promote healthy eating and active living in various populations.
  • Capstone Experience – 6-9 credits
  • 6-9
    Student teaching for students in the Master of Education Elementary or Secondary Education programs. Students must have all course work for the degree, including any required undergraduate prerequisites, completed before taking this course.
  • Total for MEd in Health Education, K-12 Certification Concentration – 47-50 credits

Certification requirements may change, subject to changes made by the New Hampshire Department of Education (NHDOE). Teacher candidates can find the latest NHDOE standards at education.nh.gov/index.htm

Getting started is easy!

Apply today or request more info.

Get started now!

Experience a great career at Plymouth State University
Make a gift to Plymouth State University