NBPTS Health Ed flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

NHES

National Health Education Standards: eight standards describing what students should know and be able to do in health education, including comprehending concepts, analyzing influences, accessing information, communicating, decision-making, goal-setting, practicing healthy behaviors, and advocacy.

WSCC model

Whole School, Whole Community, Whole Child model: a coordinated school health framework with ten components, including health education, physical education, health services, nutrition, counseling, climate, and family and community involvement.

Component 1

The National Board computer-based assessment of content knowledge, including selected-response and constructed-response items covering health content and pedagogical content knowledge.

Component 2

The Differentiation in Instruction portfolio entry, requiring analysis of two video-recorded lessons showing how instruction is differentiated for different learners, with evidence of student learning.

Component 3

The Teaching Practice and Learning Environment portfolio entry, requiring video and analysis of teacher-student and student-student interactions that build a safe, supportive learning environment.

Component 4

The Effective and Reflective Practitioner portfolio entry, documenting impact on student learning over time, use of assessment data, and professional growth and collaboration.

Skills-based health education

An instructional model that teaches NHES skills through modeling, guided practice, and independent application in realistic health scenarios, rather than focusing only on factual knowledge.

Backward design

A planning approach that identifies desired results first, then acceptable evidence of learning, then learning experiences, ensuring alignment among standards, assessment, and instruction.

Health Belief Model

A health behavior theory explaining behavior through perceived susceptibility, severity, benefits, barriers, self-efficacy, and cues to action.

Transtheoretical Model

The Stages of Change model: precontemplation, contemplation, preparation, action, and maintenance, used to match instruction to a student's readiness to change behavior.

Performance assessment

An authentic task, such as a role play or advocacy project, in which students demonstrate a skill and are judged against clear criteria; preferred for NHES skill standards.

Formative assessment

Assessment conducted during instruction to gather evidence and adjust teaching, distinct from summative assessment, which measures achievement at the end of a unit.

Analytic rubric

A scoring tool that evaluates separate criteria independently, providing detailed feedback on each dimension of a performance.

Ground rules

Co-created classroom norms for health discussions, such as no personal questions, the right to pass, respectful language, and confidentiality expectations.

Mandated reporting

Legal requirement for teachers to report suspected abuse, self-harm, or threats, which limits student confidentiality in health discussions.

Psychological safety

A classroom climate in which students feel safe to participate, ask questions, and practice skills without fear of embarrassment or disclosure.

Reflective practice

A structured process of describing context, analyzing evidence, explaining rationale, and identifying implications for future instruction, grounded in standards and theory.

Professional learning community

A collaborative group of educators who engage in ongoing inquiry, share practice, and use evidence to improve instruction and student outcomes.

Clear, consistent, convincing

The National Board standard for portfolio evidence: explicit, repeated across sources, and persuasive to trained assessors.

Constructed response

An open-ended assessment item requiring a written explanation or rationale, scored with a rubric rather than a single correct answer.

Universal Design for Learning

A framework providing multiple means of engagement, representation, and action/expression to support diverse learners.

Cultural humility

An ongoing process of self-reflection and openness to learning about students' cultures, avoiding deficit framing and respecting family and community values.

Scope and sequence

A curriculum document mapping NHES skills and content across grade levels to ensure progression, coherence, and avoidance of duplication.

Fidelity of implementation

The degree to which an evidence-based program is delivered as designed, preserving core components while allowing appropriate adaptation.

FERPA

The Family Educational Rights and Privacy Act, which protects student education records and governs how student data may be shared.

Professional growth plan

A document identifying a goal, evidence of current practice, a learning activity, and the measured effect on students.

Action research

A collaborative inquiry cycle of planning, acting, observing, and reflecting, used to improve practice and generate evidence of professional growth.

Mentoring

Supporting a colleague's professional development through coaching, feedback, and modeling, demonstrating leadership and contribution to the profession.

Normative education

An approach that corrects misperceived peer norms about behaviors such as substance use, reducing pressure to engage in risky behavior.

Media literacy

The ability to access, analyze, evaluate, and create media messages, including identifying misinformation and advertising influences on health.

Health literacy

The ability to access, understand, appraise, and apply health information, including functional, interactive, and critical levels.

Advocacy

The NHES standard 8 skill of taking action to support health, assessed through authentic projects connected to real audiences and clear criteria.