School Health Education Pre K-12 (MSEd)

Description

For individuals seeking their first initial teaching certification who are not currently certified, are not currently enrolled in, or have not previously completed a college educator preparation program, and want to become a NYS certified school health teacher. Students must have a bachelor’s degree, and we welcome applicants from a variety of majors. As part of your culminating experience, you will complete both a field experience and a student teaching experience on-site at a school in your geographic area. This program leads to both initial and professional NYS certification in School Health Education.

The Department of Public Health and Health Education offers the MSEd School Health Education program for the preparation of school health educators. Preparation for school health education focuses on skills for promoting health and strategies for enhancing and encouraging change toward positive health behaviors. The program is designed to meet the needs of people with a bachelor’s degree who wish to become certified in health education.

The MSEd meets the academic requirements established by the New York State Department of Education for first initial certification as a health teacher.

Programs leading to certification are subject to the New York State Department of Education for revision. Please contact the graduate director for the latest information on these programs.

Admission to the Program

All applicants for the Master of Science in Education (School Health Education) program must have completed a baccalaureate degree from an accredited college or university (see the Graduate Admissions section in this catalog for further details). All applicants will be evaluated on an individual basis to determine the course requirements for their program. Academic standards for acceptance into the program include the following:

An undergraduate grade point average (GPA) of at least 3.0
Contact information for three academic or professional references. If contacted, the references should comment on the applicant’s ability to do graduate work, including:
- Competence in professional work performance
- Academic performance in college
- Ability to communicate effectively, both orally and in writing
- Ability to relate effectively with colleagues, students, clients, superior and subordinate personnel, and the public
Evidence of having successfully completed (“C” or better) at least two semesters of Anatomy and Physiology I and II or one semester of Survey of Anatomy and Physiology.

Note: Courses completed prior to matriculation may or may not be approved for subsequent inclusion in a successful applicant’s Course of Study, at the discretion of the department. Generally, no more than six credits taken before matriculation will be applied to a graduate student’s degree program.

Application, official transcripts from all colleges attended, and contact information for three references should be submitted to The Center for Graduate Studies. Applications and deadlines are available online on the Center for Graduate Studies website.

The decision to recommend acceptance or rejection of an application lies wholly with the department, whose professional responsibility is to determine if applicants adequately meet academic, professional, or ethical standards.

Program Requirements

Students must meet the College’s standards for graduate study.

Students enrolled in the Health Education Graduate program must earn a grade of “B-” or higher (a grade of “C+” does not meet this requirement) in each course applied to the degree.

Part I: Required Core Course (36 credits)

* Prior to Field Placement/Practicum, all students are required to complete the Move the Box Policy Form A as part of their application for Field Experience/Practicum.

Part II: Electives (9 credits)

Students should consult with their academic advisor to determine appropriate elective choices; some electives may be offered on a fall-only or spring-only basis and during summer and winter sessions.

Three graduate-level Public Health courses by advisement

Additional Health Content Courses and/or Education Courses for Initial Teacher Certification in School Health Education

At the time of application, students may need additional health content courses and/or education-related courses that are assigned as conditions of admissions needed to meet state certification requirements. Examples include: six credit hours in a second language course, a human growth and development course, additional health content electives, etc.

Licensure & Certification

Students who complete this program are eligible for the University’s recommendation for New York State certification. Program completion and submission of the recommendation form are also required to secure the University’s recommendation. Additional New York State certification requirements must be satisfied to earn certification. Students are advised to consult the Brockport Certification Office.

If you are from another state and seeking certification in your home state, please be aware of the School Health Education MSEd program Licensing Disclosure.

Student Learning Outcomes

Demonstrate functional health education knowledge about effective curricula, health behavior theories, health education standards, the whole child approach, risk and protective factors, ways to prevent chronic and communicable diseases, and the multidimensionality of health.
Assess the needs and assets of learners, learning, and the learning community to inform practice.
Plan using the needs assessment data, health education standards, and principles of learning to create cohesive, sequential lessons and units that include ways to accommodate students differing strengths and needs using 21st Century technology in order to support students’ acquisition of student’s functional health knowledge, health-related skills, and health beliefs.
Employ a variety of research/ theory-based instructional strategies in a well-managed classroom that encourages all learners regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English-language proficiency, and physical or cognitive ability to adopt healthy behaviors and to interact positively with others; candidates reflect on their practice and adapt practice in order to meet students’ and instructional needs.
Utilize multiple assessment methods that are aligned with standards and learning objectives to measure students’ achievement and document their progress to guide instructional practice.
Demonstrate professionalism and ethical practices; make the case for the value of health education to academic success as well as wellness; advocate for both programs.