to the undergraduate School Health Education program at UW-La Crosse. We invite
you to learn more about the program by selecting the appropriate link on the
left. For additional information, please contact:
Lori Reichel, Ph.D.
200 Mitchell Hall
University of Wisconsin-La Crosse
1725 State Street
La Crosse, WI 54601
A one-of-a-kind program in Wisconsin, the school health education
major is nationally recognized for excellence in preparing certified school
health education professionals since the early 1970’s. Twelve faculty, ten with doctorates in the field, three with extensive teaching experience in
schools, facilitate the learning of candidates for a Pre K-12 teaching licensure
in school health education (Early Adolescence-Adolescence-EAA). A variety of
learning experiences ground them in an understanding of the profession, health
content most frequently considered in schools across the United States, and
methodology which not only prepares this pre-service teacher in effective
teaching skills but also sets the stage for them to practice these skills in
first clinical and then student teachings settings.
Finally candidates are
prepared to plan and coordinate the Pre K-12 comprehensive school health
curriculum based upon the academic standards for School Health Education.
Graduates are able to be teachers, school health curriculum coordinators, and
developers of health promotion and wellness activities for the community.
Effective health educators can make a difference in the health and well-being
of youth across the United States…a dynamic, worthwhile challenge in a time of
rising health care costs and ever-evolving youth health concerns which can
become adult health care concerns.
The Wisconsin Teacher Standards, evolving from the National
Teacher Standards, are the framework which directs instruction for the school
health candidates and constitutes the assessment process for graduating
students. Ultimately UWL graduates are assessed in their competence in health
education content understanding, their ability to develop instruction which is
age appropriate, considers the whole child and differs based upon the needs of
the individual student. The teacher candidate will show competence in
developing curriculum and instruction which engages the student in skill-based
instruction, promotes critical thinking and problem solving, shows variety
and addresses the academic standards for school health education. Motivation
and classroom management competence, effective communication, curriculum and
instructional planning, must be accompanied by assessment which is skill-based
and varied. Finally, candidates are assessed in their competence in reflection
and self-evaluation and their ability and commitment to collaboration with
their peers, school and community to meet the health needs of their students.
The School Health Education faculty promotes the development of competent, empowered and
collaborative school health education endeavors by enhancing the health of all
individuals, schools and communities.
To prepare Pre K-12 leaders in School Health Education who
exemplify innovative professional competencies, thereby contributing to the
development of healthier Pre K-12 learners.
To pursue this mission, School Health
Education faculty and staff will collaborate to:
to the School Health Education Program requires the student to contact the College of Science and Health academic advisor to initiate
the steps for acceptance.
Mr. Guy Herling
205 Graff Main Hall
Candidates enrolled in the School Health Education Program will ultimately be
assessed through a portfolio process. These pre-service teachers will develop two portfolios:
Once school health undergraduate degree requirements have
been met, and Pre K-12 licensure confirmed, graduates may seek employment in a
public or private school district teaching elementary, middle, or high school
learners. It is important to note that often school districts give priority to
professionals who are also certified to teach an additional content area. While
most frequently, pre-service health teachers complete additional work in
physical education, accumulating credits for a “double major”; other teaching
content areas have been acquired as well. Health education majors or minors,
with an elementary education major, places a valuable asset in the elementary
curriculum planning faculty and sets the stage for health education to begin
from the outset of a child’s school experience. Majors or minors in science,
languages, English and math have given the young professional teaching skills
and knowledge consistently in demand by school districts. These combinations
have been beneficial in making the candidate more marketable as they consider
positions in health education. UW-La Crosse graduates have successfully obtained teacher licensure in other states by fulfilling licensure expectations
for that state. Positions in community agencies which focus on the health of
Pre K-12 youth have also been viable options for the UWL school health educator.