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

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.