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Results from the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) Professional Development Study

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Title: Results from the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) Professional Development Study
Language: English
Authors: Samantha Hubbard (ORCID 0009-0000-3266-2963), Cindy Hockaday-Hinsley, Leigh E. Szucs, Natalie Wilkins, Brieon Arthur, Leah Robin, Mary Schauer, Jenny Withycombe, Cheyenne Freeman, Colleen Crittenden Murray
Source: Journal of School Health. 2026 96(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Sponsoring Agency: Centers for Disease Control and Prevention (CDC) (DHHS/PHS)
Contract Number: 75D30119Q71029
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Health Education, Faculty Development, Knowledge Level, Program Effectiveness, Teacher Competencies, Secondary School Teachers, Self Efficacy, Teaching Skills
DOI: 10.1111/josh.70101
ISSN: 0022-4391
1746-1561
Abstract: Background: This pilot study examined the effects of the Comprehensive Health Educator Core Knowledge and Skills professional development (CHECKS PD) package on health education (HEd) teacher instructional competencies in one US Pacific Northwest school district. Methods: During the 2021-2022 academic year, the CHECKS PD package was delivered to secondary school HEd teachers (n = 32). Pre/post surveys measured changes in HEd teachers' perceived instructional competencies (i.e., essential knowledge and skills). Wilcoxon signed-rank tests examined changes in teachers' (n = 15) perceived instructional competencies before and after participating in CHECKS PD. Results: Following CHECKS PD participation, teachers perceived their instructional competencies improved in: assess student needs (Z = -2.26, p = 0.02), child/adolescent development (Z = -2.02, p = 0.04), communicate effectively and efficiently (Z = -2.20, p = 0.03), evaluate student performance (Z = -2.31, p = 0.02), plan instruction (Z = -2.70, p = 0.01), pedagogical content knowledge (Z = -2.08, p = 0.04), and professional standards and policies (Z = -2.56, p = 0.01). Implications for School Health Policy, Practice, and Equity: Using the skills-focused CHECKS PD package may enhance HEd teachers' instructional competencies. Conclusion: Future research with larger samples of HEd teachers from geographically diverse settings is needed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491956
Database: ERIC
FullText Text:
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  Data: Results from the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) Professional Development Study
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  Data: <searchLink fieldCode="AR" term="%22Samantha+Hubbard%22">Samantha Hubbard</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-3266-2963">0009-0000-3266-2963</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cindy+Hockaday-Hinsley%22">Cindy Hockaday-Hinsley</searchLink><br /><searchLink fieldCode="AR" term="%22Leigh+E%2E+Szucs%22">Leigh E. Szucs</searchLink><br /><searchLink fieldCode="AR" term="%22Natalie+Wilkins%22">Natalie Wilkins</searchLink><br /><searchLink fieldCode="AR" term="%22Brieon+Arthur%22">Brieon Arthur</searchLink><br /><searchLink fieldCode="AR" term="%22Leah+Robin%22">Leah Robin</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Schauer%22">Mary Schauer</searchLink><br /><searchLink fieldCode="AR" term="%22Jenny+Withycombe%22">Jenny Withycombe</searchLink><br /><searchLink fieldCode="AR" term="%22Cheyenne+Freeman%22">Cheyenne Freeman</searchLink><br /><searchLink fieldCode="AR" term="%22Colleen+Crittenden+Murray%22">Colleen Crittenden Murray</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 8
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  Label: Publication Date
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  Data: 2026
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  Data: Centers for Disease Control and Prevention (CDC) (DHHS/PHS)
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  Data: 75D30119Q71029
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/josh.70101
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: This pilot study examined the effects of the Comprehensive Health Educator Core Knowledge and Skills professional development (CHECKS PD) package on health education (HEd) teacher instructional competencies in one US Pacific Northwest school district. Methods: During the 2021-2022 academic year, the CHECKS PD package was delivered to secondary school HEd teachers (n = 32). Pre/post surveys measured changes in HEd teachers' perceived instructional competencies (i.e., essential knowledge and skills). Wilcoxon signed-rank tests examined changes in teachers' (n = 15) perceived instructional competencies before and after participating in CHECKS PD. Results: Following CHECKS PD participation, teachers perceived their instructional competencies improved in: assess student needs (Z = -2.26, p = 0.02), child/adolescent development (Z = -2.02, p = 0.04), communicate effectively and efficiently (Z = -2.20, p = 0.03), evaluate student performance (Z = -2.31, p = 0.02), plan instruction (Z = -2.70, p = 0.01), pedagogical content knowledge (Z = -2.08, p = 0.04), and professional standards and policies (Z = -2.56, p = 0.01). Implications for School Health Policy, Practice, and Equity: Using the skills-focused CHECKS PD package may enhance HEd teachers' instructional competencies. Conclusion: Future research with larger samples of HEd teachers from geographically diverse settings is needed.
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  Data: 2026
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  Data: EJ1491956
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        Value: 10.1111/josh.70101
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      – Text: English
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        PageCount: 8
    Subjects:
      – SubjectFull: Health Education
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Teaching Skills
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