Does a Unified Accreditation System Benefit School Health Education Programs?

Clark, J. R.

doi:10.1111/j.1746-1561.2009.00434.x

Cited by 3 publications

(7 citation statements)

References 7 publications

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“…Clark stated that “the focus of the Third Congress appeared to target community and public health education programs” with “Very little discussion relevant to school health education preparation program accreditation.” 5 However, an examination of the 2‐day conference agenda shows that 3 of the 4 plenary sessions addressed overarching quality assurance issues affecting school health; moreover, a school health education professional participated in each of the respondent panels. The fourth panel included upper‐level university administrators whose institutions had programs in school or community health education.…”

Section: Discussionmentioning

confidence: 99%

“…In discussing NCATE and TEAC, Clark states that “Although both organizations accredit teacher preparation programs, only NCATE has a program‐specific review.” 5 Although the processes used by NCATE and TEAC differ, TEAC requires all programs seeking accreditation to submit evidence to support their claims about graduates. This is a program‐specific review.…”

Section: Discussionmentioning

confidence: 99%

“…3 Clark uses the terms ''unified'' and ''coordinated'' in his discussion to refer to the proposed accreditation system. 5 One of the specific issues identified through the Dallas II evaluation was terminology used by the Transition Task Force. ''Many participants did not view the proposed system as a unified system.…”

Section: Dallas IImentioning

confidence: 99%

“…Clark asserts that the health education profession fragmentation is ''exacerbated by the number of certification and accreditation agencies.'' 5 The Accreditation Task Force was initiated to strengthen and coordinate the efforts of these credentialing agencies.…”

Section: Unification Of the Professionmentioning

confidence: 99%

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Why a Coordinated Accreditation System Benefits School Health Education Programs: A Response to Clark's Commentary

Taub¹,

Birch²,

Auld³

et al. 2011

Journal of School Health

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Dallas IImentioning

confidence: 99%

Section: Unification Of the Professionmentioning

confidence: 99%

See 2 more Smart Citations

Why a Coordinated Accreditation System Benefits School Health Education Programs: A Response to Clark's Commentary

Taub¹,

Birch²,

Auld³

et al. 2011

Journal of School Health

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“…Two successive task forces, the National Transition Task Force on Accreditation in Health Education (2004)(2005)(2006) and the National Implementation Task Force for Accreditation in Health Education (2007-present), continued to pursue this goal (Allegrante et al, 2004;Cottrell, Auld, et al, 2012;Taub, Birch, et al, 2009), engaging discourse across the health education profession (Clark, 2009;Taub, 1994;Taub, Birch, Auld, & Cottrell, 2011).…”

Section: Quality Assurance In Health Educationmentioning

confidence: 99%

Accreditation of Professional Preparation Programs for School Health Educators

et al. 2014

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The health education profession is committed to maintaining the highest standards of quality assurance, including accreditation of professional preparation programs in both school and community/public health education. Since 2001, the Society for Public Health Education (SOPHE) has increased attention to strengthening accreditation processes for preservice programs. This article focuses on the preparation of school health educators and the evolving philosophies and approaches concerning quality assurance, with particular attention to recent changes in teacher education and national professional accreditation entities. The unification of the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) to form the Council for the Accreditation of Educator Preparation (CAEP) as the single voice for teacher accreditation presents an opportunity to create a model unified accreditation system. Such a system can improve and enhance the stature of the teaching profession, raise expectations and the performance standards for teacher education candidates, and strengthen the standards for the evidence used to support claims of quality. During this transition period from NCATE and TEAC to CAEP, a School Health Education Accreditation Working Group convened by SOPHE recommended to the SOPHE Board of Trustees that SOPHE urge health education professionals to monitor and provide input into the emerging standards and processes for school health educator program accreditation. The Working Group also recommended that both health education professionals and the stakeholder professional organizations advocate for strong quality assurance standards for school health educator professional preparation programs. The Working Group anticipates future changes in quality assurance processes and curricula to keep pace with new accreditation requirements and the results from the latest role delineation research for health education specialists.

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Progress and Directions in Professional Credentialing for Health Education in the United States

Cottrell¹,

Auld

Birch

et al. 2012

Health Educ Behav

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This article provides an update on initiatives in individual certification and accreditation of academic programs in public/community health education and school health education in the United States. Although we provide some historical context, the focus primarily addresses credentialing efforts that have evolved since the Galway Consensus Conference was convened in 2008 and publication of the Galway Consensus and related manuscripts in 2009. Significant progress has been achieved in updating the health education competencies for entry and advanced levels of practice, as well as in establishing a Master Certified Health Education Specialist designation. Also discussed are contemporary initiatives to expand and improve the accreditation process of academic programs and the evolving higher education contexts in which such systems operate. We conclude by presenting lessons learned from the U.S. experience with credentialing efforts and by offering recommendations that may be applicable to future quality assurance efforts, both in the United States and abroad.

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Does a Unified Accreditation System Benefit School Health Education Programs?

Cited by 3 publications

References 7 publications

Why a Coordinated Accreditation System Benefits School Health Education Programs: A Response to Clark's Commentary

Why a Coordinated Accreditation System Benefits School Health Education Programs: A Response to Clark's Commentary

Accreditation of Professional Preparation Programs for School Health Educators

Progress and Directions in Professional Credentialing for Health Education in the United States

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