Coverage by content domain
Lessons and questions are organized around the exam’s content areas so your preparation reflects the structure of the assessment.
Why Test Alignment Matters for Your TExES Pedagogy and Professional Responsibilities (PPR) Study Guide
Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your TExES Pedagogy and Professional Responsibilities (PPR) (160) test — so you are not wasting time on broad subject review that may not show up on exam day.
Why 240 is the best choice for the TExES 160 study guide
- Built around the official exam framework
- Organized by the competencies actually used on the exam
- Shows exactly what is covered and where depth is partial
- Includes aligned questions, flashcards, study materials, and videos
- Helps candidates study what is actually tested instead of broad generic content
Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.
How to Read This Alignment Review
4Domains
115Competencies reviewed
89%Test-aligned
91Covered
23Partially covered
1Gaps
- CoveredCompetency is comprehensively supported by the guide.
- Partially coveredCore content is covered, but some depth gaps remain.
- Coverage gap identifiedA content gap has been identified.
This study guide is based on the current official exam framework. We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.
Designing Instruction and Assessment to Promote Student Learning (Domain I)Partially covered
SMR I.001 · The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs.190 questions · 16 materials · 21 cards · 8 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows the typical stages of cognitive, social, physical and emotional development of students in early childhood through grade 12. | P.Social Development; P.Physical Development; P.Emotional Development; P.Cognitive Development | Covered | 45 | 4 | 12 | 4 | Covered by 4 topics (45 questions, 4 materials, 12 cards, 4 videos). |
| B. Recognizes the wide range of individual developmental differences that characterizes students in early childhood through grade 12 and the implications of this developmental variation for instructional planning. | P.Relationships Between Learning Theory and Human Development | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
| C. Analyzes ways in which developmental characteristics of students in early childhood through grade 12 impact learning and performance and applies knowledge of students’ developmental characteristics and needs to plan effective learning experiences and assessments. | P.Relationships Between Learning Theory and Human Development | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
| D. Demonstrates an understanding of physical changes that occur in early childhood through adolescence, factors that affect students’ physical growth and health (e.g., nutrition, sleep, prenatal exposure to drugs, abuse) and ways in which physical development impacts development in other domains (i.e., cognitive, social, emotional). | P.Physical Development | Partially covered | 5 | 1 | 1 | 1 | Partial coverage by 1 topic (5 questions, 1 materials, 1 cards, 1 videos); limited supporting content. |
| E. Recognizes factors affecting the social and emotional development of students in early childhood through adolescence (e.g., lack of affection and attention, parental divorce, homelessness) and knows that students’ social and emotional development impacts their development in other domains (i.e., cognitive, physical). | P.Social Development; P.Emotional Development | Covered | 16 | 2 | 2 | 2 | Covered by 2 topics (16 questions, 2 materials, 2 cards, 2 videos). |
| F. Uses knowledge of cognitive changes in students in early childhood through adolescence (e.g., from an emphasis on concrete thinking to the emergence and refinement of abstract thinking and reasoning, increased ability to engage in reflective thinking, increased focus on the world beyond the school setting) to plan developmentally appropriate instruction and assessment that promote learning and development. | P.Cognitive Development | Covered | 24 | 1 | 9 | 1 | Covered by 1 topic (24 questions, 1 materials, 9 cards, 1 videos). |
| G. Understands that development in any one domain (i.e., cognitive, social, physical, emotional) impacts development in other domains. | P.The Four Domains | Covered | 10 | 1 | 4 | 1 | Covered by 1 topic (10 questions, 1 materials, 4 cards, 1 videos). |
| H. Recognizes signs of developmental delays or impairments in students in early childhood through grade 4. | P.Social Development; P.Physical Development; P.Emotional Development; P.Cognitive Development | Covered | 45 | 4 | 12 | 4 | Covered by 4 topics (45 questions, 4 materials, 12 cards, 4 videos). |
| I. Knows the stages of play development (i.e., from solitary to cooperative) and the important role of play in young children’s learning and development. | P.Child Development and Play | Covered | 26 | 1 | 6 | 1 | Covered by 1 topic (26 questions, 1 materials, 6 cards, 1 videos). |
| J. Uses knowledge of the developmental characteristics and needs of students in early childhood through grade 4 to plan meaningful, integrated and active learning and play experiences that promote the development of the whole child. | P.Social Development; P.Child Development and Play | Covered | 37 | 2 | 7 | 2 | Covered by 2 topics (37 questions, 2 materials, 7 cards, 2 videos). |
| K. Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community and developmental responsiveness. | P.Positive Class Community; P.Culture of High Expectations | Covered | 71 | 2 | 2 | 2 | Covered by 2 topics (71 questions, 2 materials, 2 cards, 2 videos). |
| L. Recognizes the importance of helping students in early childhood through grade 12 learn and apply life skills (e.g., decision-making skills, organizational skills, goal-setting skills, self-direction, workplace skills). | P.Teaching Organizational Skills; P.Teaching Self-Direction | Covered | 16 | 2 | 1 | 0 | Covered by 2 topics (16 questions, 2 materials, 1 cards, 0 videos). |
| M. Knows the rationale for appropriate middle-level education and how middle-level schools are structured to address the characteristics and needs of young adolescents. | P.How Middle School Students Learn | Partially covered | 4 | 1 | 0 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| N. Recognizes typical challenges for students during later childhood, adolescence and young adulthood (e.g., self-image, physical appearance, eating disorders, feelings of rebelliousness, identity formation, educational and career decisions) and effective ways to help students address these challenges. | P.Mentoring Through Identity Formation; P.How High School Students Learn | Partially covered | 5 | 2 | 0 | 0 | Partial coverage by 2 topics (5 questions, 2 materials, 0 cards, 0 videos); limited supporting content. |
| O. Understands ways in which student involvement in risky behaviors (e.g., drug and alcohol use, gang involvement) impacts development and learning. | P.Risky Behaviors | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| P. Demonstrates knowledge of the importance of peers, peer acceptance and conformity to peer group norms and expectations for adolescents and understands the significance of peer-related issues for teaching and learning. | P.Peers and Development | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
SMR I.002 · The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning.260 questions · 11 materials · 23 cards · 2 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. | P.Adaptations for Diversity - Disabilities; P.Adaptations for Diversity - Gender | Covered | 30 | 2 | 10 | 0 | Covered by 2 topics (30 questions, 2 materials, 10 cards, 0 videos). |
| B. Accepts and respects students with diverse backgrounds and needs. | P.Teaching Diverse Students | Covered | 42 | 1 | 6 | 0 | Covered by 1 topic (42 questions, 1 materials, 6 cards, 0 videos). |
| C. Knows how to use diversity in the classroom and the community to enrich all students’ learning experiences. | P.Teaching Diverse Students | Covered | 42 | 1 | 6 | 0 | Covered by 1 topic (42 questions, 1 materials, 6 cards, 0 videos). |
| D. Knows strategies for enhancing one’s own understanding of students’ diverse backgrounds and needs. | P.Teaching Diverse Students | Covered | 42 | 1 | 6 | 0 | Covered by 1 topic (42 questions, 1 materials, 6 cards, 0 videos). |
| E. Knows how to plan and adapt lessons to address students’ varied backgrounds, skills, interests and learning needs, including the needs of English-language learners and students with disabilities. | P.Adaptations for Diversity - Disabilities; P.Adaptations for Diversity - ELL | Covered | 88 | 2 | 10 | 0 | Covered by 2 topics (88 questions, 2 materials, 10 cards, 0 videos). |
| F. Understands cultural and socioeconomic differences (including differential access to technology) and knows how to plan instruction that is responsive to cultural and socioeconomic differences among students. | P.Adaptations for Diversity - Cultural Differences; P.Adaptations for Diversity - Socioeconomic Differences | Covered | 47 | 2 | 2 | 1 | Covered by 2 topics (47 questions, 2 materials, 2 cards, 1 videos). |
| G. Understands the instructional significance of varied student learning needs and preferences. | P.Pacing Within Lessons and Units | Covered | 12 | 1 | 1 | 1 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 1 videos). |
| H. Knows the ELPS in the domains of listening and speaking in accordance with the proficiency-level descriptors for the beginning, intermediate, advanced and advanced- high levels. | P.Texas ELPS V2; P.Texas ELPS - Listening and Speaking; P.Texas ELPS V3 | Covered | 70 | 3 | 2 | 0 | Covered by 3 topics (70 questions, 3 materials, 2 cards, 0 videos). |
| I. Knows the ELPS in the domains of reading and writing in accordance with the proficiency-level descriptors for beginning, intermediate, advanced and advanced- high levels. | P.Texas ELPS V2; P.Texas ELPS - Reading and Writing; P.Texas ELPS V3 | Covered | 70 | 3 | 2 | 0 | Covered by 3 topics (70 questions, 3 materials, 2 cards, 0 videos). |
SMR I.003 · The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.184 questions · 10 materials · 27 cards · 6 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives. | P.Creating Learning Goals from TEKS | Partially covered | 2 | 1 | 1 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| B. Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g., clarity; relevance; significance; age-appropriateness; ability to be assessed; responsiveness to students’ current skills and knowledge, background, needs and interests; alignment with campus and district goals). | P.Evaluating Learning Goals; P.Bloom's Taxonomy | Covered | 29 | 2 | 9 | 2 | Covered by 2 topics (29 questions, 2 materials, 9 cards, 2 videos). |
| C. Uses assessment to analyze students’ strengths and needs, evaluate teacher effectiveness and guide instructional planning for individuals and groups. | P.Using Assessment to Adjust Instruction | Covered | 55 | 1 | 4 | 0 | Covered by 1 topic (55 questions, 1 materials, 4 cards, 0 videos). |
| D. Understands the connection between various components of the Texas statewide assessment program, the TEKS and instruction and analyzes data from state and other assessments using common statistical measures to help identify students’ strengths and needs. | P.Using Assessment to Adjust Instruction | Covered | 55 | 1 | 4 | 0 | Covered by 1 topic (55 questions, 1 materials, 4 cards, 0 videos). |
| E. Demonstrates knowledge of various types of materials and resources (including technological resources and resources outside the school) that may be used to enhance student learning and engagement and evaluates the appropriateness of specific materials and resources for use in particular situations, to address specific purposes and to meet varied student needs. | P.Integrating Digital Technology | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| F. Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals. | P.Texas PPR Planning Learning; P.Backward Design; P.Logical Sequencing | Covered | 36 | 3 | 5 | 2 | Covered by 3 topics (36 questions, 3 materials, 5 cards, 2 videos). |
| G. Plans learning experiences that provide students with developmentally appropriate opportunities to explore content from integrated and varied perspectives (e.g., by presenting thematic units that incorporate different disciplines, providing intra-disciplinary and interdisciplinary instruction, designing instruction that enables students to work cooperatively, providing multicultural learning experiences, prompting students to consider ideas from multiple viewpoints, encouraging students’ application of knowledge and skills to the world beyond the school). | P.Interdisciplinary Connections | Covered | 32 | 1 | 2 | 1 | Covered by 1 topic (32 questions, 1 materials, 2 cards, 1 videos). |
| H. Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment and closure. | P.Pacing Within Lessons and Units | Covered | 12 | 1 | 1 | 1 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 1 videos). |
SMR I.004 · The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.280 questions · 16 materials · 38 cards · 6 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning (e.g., connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). | P.Meaningful and Relevant Teaching; P.Learning Theories | Covered | 38 | 2 | 18 | 2 | Covered by 2 topics (38 questions, 2 materials, 18 cards, 2 videos). |
| B. Understands that young children think concretely and rely primarily on motor and sensory input and direct experience for development of skills and knowledge and uses this understanding to plan effective, developmentally appropriate learning experiences and assessments. | P.How Young Children Learn | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| C. Understands that the middle-level years are a transitional stage in which students may exhibit characteristics of both older and younger children and that these are critical years for developing important skills and attitudes (e.g., working and getting along with others, appreciating diversity, making a commitment to continued schooling). | P.How Middle School Students Learn | Partially covered | 4 | 1 | 0 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| D. Recognizes how characteristics of students at different developmental levels (e.g., limited attention span and need for physical activity and movement for younger children; importance of peers, search for identity, questioning of values and exploration of long-term career and life goals for older students) impact teaching and learning. | P.How Middle School Students Learn | Partially covered | 4 | 1 | 0 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| E. Stimulates reflection, critical thinking and inquiry among students (e.g., supports the concept of play as a valid vehicle for young children’s learning; provides opportunities for young children to manipulate materials and to test ideas and hypotheses; engages students in structured, hands-on problem-solving activities that are challenging; encourages exploration and risk-taking; creates a learning community that promotes positive contributions, effective communication and the respectful exchange of ideas). | P.Stimulating Higher Order Thinking | Covered | 64 | 1 | 3 | 1 | Covered by 1 topic (64 questions, 1 materials, 3 cards, 1 videos). |
| F. Enhances learning for students by providing age-appropriate instruction that encourages the use and refinement of higher-order thinking skills (e.g., prompting students to explore ideas from diverse perspectives; structuring active learning experiences involving cooperative learning, problem solving, open-ended questioning and inquiry; promoting students’ development of research skills). | P.Stimulating Higher Order Thinking | Covered | 64 | 1 | 3 | 1 | Covered by 1 topic (64 questions, 1 materials, 3 cards, 1 videos). |
| G. Teaches, models and monitors organizational and time-management skills at an age-appropriate level (e.g., establishing regular places for classroom toys and materials for young children, keeping related materials together, using organizational tools, using effective strategies for locating information and organizing information systematically). | P.Teaching Organizational Skills | Partially covered | 6 | 1 | 0 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| H. Teaches, models and monitors age-appropriate study skills (e.g., using graphic organizers, outlining, note-taking, summarizing, test-taking) and structures research projects appropriately (e.g., teaches students the steps in research, establishes checkpoints during research projects, helps students use time-management tools). | P.Teaching Study Skills | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| I. Analyzes ways in which teacher behaviors (e.g., teacher expectations, student grouping practices, teacher-student interactions) impact student learning and plans instruction and assessment that minimize the effects of negative factors and enhance all students’ learning. | P.Positive Class Community | Covered | 46 | 1 | 1 | 1 | Covered by 1 topic (46 questions, 1 materials, 1 cards, 1 videos). |
| J. Analyzes ways in which factors in the home and community (e.g., parent expectations, availability of community resources, community problems) impact student learning and plans instruction and assessment with awareness of social and cultural factors to enhance all students’ learning. | P.Adaptations for Diversity - Cultural Differences; P.Adaptations for Diversity - Socioeconomic Differences | Covered | 47 | 2 | 2 | 1 | Covered by 2 topics (47 questions, 2 materials, 2 cards, 1 videos). |
| K. Understands the importance of self-directed learning and plans instruction and assessment that promote students’ motivation and their sense of ownership of and responsibility for their own learning. | P.Teaching Self-Direction | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| L. Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and student roles (e.g., active learner, observer, group participant) impact student learning. | P.Effect of Student Interactions on Students | Partially covered | 3 | 1 | 0 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| M. Incorporates students’ different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices. | P.Multimodal Teaching | Covered | 24 | 1 | 5 | 0 | Covered by 1 topic (24 questions, 1 materials, 5 cards, 0 videos). |
| N. Provides instruction to ensure that students can apply various learning strategies (e.g., using prior knowledge, metacognition, graphic organizers) across content areas, in accordance with the ELPS. | P.Learning Strategies | Covered | 24 | 1 | 7 | 1 | Covered by 1 topic (24 questions, 1 materials, 7 cards, 1 videos). |
| O. Provides instruction in a manner that is linguistically accommodated (communicated, sequenced and scaffolded) to the student’s level of English-language proficiency to ensure that the student learns the knowledge and skills across content areas, in accordance with the ELPS. | P.Texas ELPS - Reading and Writing; P.Texas ELPS - Listening and Speaking | Partially covered | 0 | 2 | 0 | 0 | Partial coverage by 2 topics (0 questions, 2 materials, 0 cards, 0 videos); limited supporting content. |
| P. Applies knowledge of the implications for learning and instruction of the range of thinking abilities found among students in any one grade level and students’ increasing ability over time to engage in abstract thinking and reasoning. | P.Stimulating Higher Order Thinking | Covered | 64 | 1 | 3 | 1 | Covered by 1 topic (64 questions, 1 materials, 3 cards, 1 videos). |
Creating a Positive, Productive Classroom Environment (Domain II)Partially covered
SMR II.005 · The teacher knows how to establish a classroom climate that fosters learning, equity and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive.90 questions · 4 materials · 3 cards · 4 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Uses knowledge of the unique characteristics and needs of students at different developmental levels to establish a positive, productive classroom environment (e.g., encourages cooperation and sharing among younger students; provides middle-level students with opportunities to collaborate with peers; encourages older students’ respect for the community and the people in it). | P.Positive Class Community | Covered | 46 | 1 | 1 | 1 | Covered by 1 topic (46 questions, 1 materials, 1 cards, 1 videos). |
| B. Establishes a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences and active engagement in learning by all students. | P.Positive Class Community | Covered | 46 | 1 | 1 | 1 | Covered by 1 topic (46 questions, 1 materials, 1 cards, 1 videos). |
| C. Analyzes ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and development. | P.Positive Class Community | Covered | 46 | 1 | 1 | 1 | Covered by 1 topic (46 questions, 1 materials, 1 cards, 1 videos). |
| D. Presents instruction in ways that communicate the teacher’s enthusiasm for learning. | P.Positive Class Community | Covered | 46 | 1 | 1 | 1 | Covered by 1 topic (46 questions, 1 materials, 1 cards, 1 videos). |
| E. Uses a variety of means to convey high expectations for all students. | P.Culture of High Expectations | Covered | 25 | 1 | 1 | 1 | Covered by 1 topic (25 questions, 1 materials, 1 cards, 1 videos). |
| F. Knows characteristics of physical spaces that are safe and productive for learning, recognizes the benefits and limitations of various arrangements of furniture in the classroom and applies strategies for organizing the physical environment to ensure physical accessibility and facilitate learning in various instructional contexts. | P.Physical Spaces for Learning | Covered | 14 | 1 | 0 | 1 | Covered by 1 topic (14 questions, 1 materials, 0 cards, 1 videos). |
| G. Creates a safe, nurturing and inclusive classroom environment that addresses students’ emotional needs and respects students’ rights and dignity. | P.Maslow's Hierarchy of Needs | Partially covered | 5 | 1 | 1 | 1 | Partial coverage by 1 topic (5 questions, 1 materials, 1 cards, 1 videos); limited supporting content. |
SMR II.006 · The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior.124 questions · 7 materials · 21 cards · 4 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Analyzes the effects of classroom routines and procedures on student learning, and knows how to establish and implement age-appropriate routines and procedures to promote an organized and productive learning environment. | P.Maximizing Instructional Time | Covered | 23 | 1 | 0 | 1 | Covered by 1 topic (23 questions, 1 materials, 0 cards, 1 videos). |
| B. Demonstrates an understanding of how young children function in groups and designs group activities that reflect a realistic understanding of the extent of young children’s ability to collaborate with others. | P.Groups and Young Children | Covered | 13 | 1 | 1 | 0 | Covered by 1 topic (13 questions, 1 materials, 1 cards, 0 videos). |
| C. Organizes and manages group activities that promote students’ ability to work together cooperatively and productively, assume responsible roles and develop collaborative skills and individual accountability. | P.Using Groups | Covered | 28 | 1 | 3 | 1 | Covered by 1 topic (28 questions, 1 materials, 3 cards, 1 videos). |
| D. Recognizes the importance of creating a schedule for young children that balances restful and active movement activities and that provides large blocks of time for play, projects and learning centers. | P.Daily Structure for Young Children; P.Groups and Young Children | Covered | 28 | 2 | 1 | 0 | Covered by 2 topics (28 questions, 2 materials, 1 cards, 0 videos). |
| E. Schedules activities and manages time in ways that maximize student learning, including using effective procedures to manage transitions; to manage materials, supplies and technology; and to coordinate the performance of noninstructional duties (e.g., taking attendance) with instructional activities. | P.Maximizing Instructional Time | Covered | 23 | 1 | 0 | 1 | Covered by 1 topic (23 questions, 1 materials, 0 cards, 1 videos). |
| F. Uses technological tools to perform administrative tasks such as taking attendance, maintaining grade books and facilitating communication. | P.Maximizing Instructional Time | Covered | 23 | 1 | 0 | 1 | Covered by 1 topic (23 questions, 1 materials, 0 cards, 1 videos). |
| G. Works with volunteers and paraprofessionals to enhance and enrich instruction and applies procedures for monitoring the performance of volunteers and paraprofessionals in the classroom. | P.Volunteers and Paraprofessionals | Partially covered | 4 | 1 | 1 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| H. Applies theories and techniques related to managing and monitoring student behavior. | P.Behavior Theories; P.Managing Student Behavior | Covered | 42 | 2 | 16 | 2 | Covered by 2 topics (42 questions, 2 materials, 16 cards, 2 videos). |
| I. Demonstrates awareness of appropriate behavior standards and expectations for students at various developmental levels. | P.Managing Student Behavior | Covered | 29 | 1 | 7 | 1 | Covered by 1 topic (29 questions, 1 materials, 7 cards, 1 videos). |
| J. Applies effective procedures for managing student behavior and for promoting appropriate behavior and ethical work habits (e.g., academic integrity) in the classroom (e.g., communicating high and realistic behavior expectations, involving students in developing rules and procedures, establishing clear consequences for inappropriate behavior, enforcing behavior standards consistently, encouraging students to monitor their own behavior and to use conflict resolution skills, responding appropriately to various types of behavior). | P.Managing Student Behavior | Covered | 29 | 1 | 7 | 1 | Covered by 1 topic (29 questions, 1 materials, 7 cards, 1 videos). |
Implementing Effective, Responsive Instruction and Assessment (Domain III)Partially covered
SMR III.007 · The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.33 questions · 2 materials · 2 cards · 2 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrates clear, accurate communication in the teaching and learning process and uses language that is appropriate to students’ ages, interests and backgrounds. | P.Effective Communication | Covered | 26 | 1 | 1 | 1 | Covered by 1 topic (26 questions, 1 materials, 1 cards, 1 videos). |
| B. Engages in skilled questioning and leads effective student discussions, including using questioning and discussion to engage all students in exploring content; extends students’ knowledge; and fosters active student inquiry, higher-order thinking, problem solving and productive, supportive interactions, including appropriate wait time. | P.Evaluating Instructional Effectiveness | Partially covered | 7 | 1 | 1 | 1 | Partial coverage by 1 topic (7 questions, 1 materials, 1 cards, 1 videos); limited supporting content. |
| C. Communicates directions, explanations and procedures effectively and uses strategies for adjusting communication to enhance student understanding (e.g., by providing examples, simplifying complex ideas, using appropriate communication tools). | P.Effective Communication | Covered | 26 | 1 | 1 | 1 | Covered by 1 topic (26 questions, 1 materials, 1 cards, 1 videos). |
| D. Practices effective communication techniques and interpersonal skills (including both verbal and nonverbal skills and electronic communication) for meeting specified goals in various contexts. | P.Effective Communication | Covered | 26 | 1 | 1 | 1 | Covered by 1 topic (26 questions, 1 materials, 1 cards, 1 videos). |
SMR III.008 · The teacher provides appropriate instruction that actively engages students in the learning process.228 questions · 11 materials · 49 cards · 7 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Employs various instructional techniques (e.g., discussion, inquiry, problem solving) and varies teacher and student roles in the instructional process and provides instruction that promotes intellectual involvement and active student engagement and learning. | P.Stimulating Higher Order Thinking | Covered | 64 | 1 | 3 | 1 | Covered by 1 topic (64 questions, 1 materials, 3 cards, 1 videos). |
| B. Applies various strategies to promote student engagement and learning (e.g., by structuring lessons effectively, using flexible instructional groupings, pacing lessons flexibly in response to student needs, including wait time). | P.Stimulating Higher Order Thinking | Covered | 64 | 1 | 3 | 1 | Covered by 1 topic (64 questions, 1 materials, 3 cards, 1 videos). |
| C. Presents content to students in ways that are relevant and meaningful and that link with students’ prior knowledge and experience. | P.Meaningful and Relevant Teaching | Covered | 28 | 1 | 1 | 1 | Covered by 1 topic (28 questions, 1 materials, 1 cards, 1 videos). |
| D. Applies criteria for evaluating the appropriateness of instructional activities, materials, resources and technologies for students with varied characteristics and needs. | P.Teaching Diverse Students | Covered | 42 | 1 | 6 | 0 | Covered by 1 topic (42 questions, 1 materials, 6 cards, 0 videos). |
| E. Engages in continuous monitoring of instructional effectiveness. | P.Evaluating Instructional Effectiveness | Partially covered | 7 | 1 | 1 | 1 | Partial coverage by 1 topic (7 questions, 1 materials, 1 cards, 1 videos); limited supporting content. |
| F. Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting student motivation. | P.Student Motivation | Covered | 44 | 1 | 5 | 1 | Covered by 1 topic (44 questions, 1 materials, 5 cards, 1 videos). |
| G. Employs effective motivational strategies and encourages students’ self-motivation. | P.Student Motivation | Covered | 44 | 1 | 5 | 1 | Covered by 1 topic (44 questions, 1 materials, 5 cards, 1 videos). |
| H. Provides focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in listening and/or speaking in accordance with the ELPS. | P.Texas ELPS - Listening and Speaking | Partially covered | 0 | 1 | 0 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| I. Provides focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in reading and/or writing in accordance with the ELPS. | P.Texas ELPS - Reading and Writing | Partially covered | 0 | 1 | 0 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| J. Develops the foundation of English language vocabulary, grammar, syntax and mechanics necessary to understand content-based instruction and accelerated learning of English in accordance with the ELPS. | P.Foundations of ELL Instruction; ESL.Teaching Syntax and Semantics; ESL.Types of Sentences (Grammar); ESL.Teaching Vocabulary | Covered | 43 | 4 | 34 | 3 | Covered by 4 topics (43 questions, 4 materials, 34 cards, 3 videos). |
SMR III.009 · The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate instruction for all students.113 questions · 7 materials · 28 cards · 3 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrates knowledge of basic terms and concepts of current technology (e.g., hardware, software applications and functions, input/output devices, networks). | P.Technology Basics | Covered | 9 | 1 | 7 | 1 | Covered by 1 topic (9 questions, 1 materials, 7 cards, 1 videos). |
| B. Understands issues related to the appropriate use of technology in society and follows guidelines for the legal and ethical use of technology and digital information (e.g., privacy guidelines, copyright laws, acceptable use policies). | P.Privacy Guidelines; P.Copyright and Acceptable Use | Covered | 33 | 2 | 2 | 0 | Covered by 2 topics (33 questions, 2 materials, 2 cards, 0 videos). |
| C. Applies procedures for acquiring, analyzing and evaluating electronic information (e.g., locating information on networks, accessing and manipulating information from secondary storage and remote devices, using online help and other documentation, evaluating electronic information for accuracy and validity). | ELA.Credible Sources | Covered | 29 | 1 | 6 | 1 | Covered by 1 topic (29 questions, 1 materials, 6 cards, 1 videos). |
| D. Knows how to use task-appropriate tools and procedures to synthesize knowledge, create and modify solutions and evaluate results to support the work of individuals and groups in problem-solving situations and project-based learning activities (e.g., planning, creating and editing word processing documents, spreadsheet documents and databases; using graphic tools; participating in electronic communities as learner, initiator and contributor; sharing information through online communication). | P.Integrating Digital Technology | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| E. Knows how to use productivity tools to communicate information in various formats (e.g., slide show, multimedia presentation, newsletter) and applies procedures for publishing information in various ways (e.g., printed copy, monitor display, Internet document, video). | P.Using Technology as a Teacher | Covered | 18 | 1 | 7 | 1 | Covered by 1 topic (18 questions, 1 materials, 7 cards, 1 videos). |
| F. Knows how to incorporate the effective use of current technology; use technology applications in problem-solving and decision-making situations; implement activities that emphasize collaboration and teamwork; and use developmentally appropriate instructional practices, activities and materials to integrate the Technology Applications TEKS into the curriculum. | P.Using Technology as a Teacher | Covered | 18 | 1 | 7 | 1 | Covered by 1 topic (18 questions, 1 materials, 7 cards, 1 videos). |
| G. Knows how to evaluate students’ technologically produced products and projects using established criteria related to design, content delivery, audience and relevance to assignment. | P.Integrating Digital Technology | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| H. Identifies and addresses equity issues related to the use of technology. | P.Equity Issues | Partially covered | 6 | 1 | 1 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
SMR III.010 · The teacher monitors student performance and achievement; provides students with timely, high-quality feedback; and responds flexibly to promote learning for all students.188 questions · 6 materials · 32 cards · 5 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrates knowledge of the characteristics, uses, advantages and limitations of various assessment methods and strategies, including technological methods and methods that reflect real-world applications. | P.Types of Assessment | Covered | 108 | 1 | 15 | 1 | Covered by 1 topic (108 questions, 1 materials, 15 cards, 1 videos). |
| B. Creates assessments that are congruent with instructional goals and objectives and communicates assessment criteria and standards to students based on high expectations for learning. | P.Fair Assessment | Covered | 21 | 1 | 6 | 1 | Covered by 1 topic (21 questions, 1 materials, 6 cards, 1 videos). |
| C. Uses appropriate language and formats to provide students with timely, effective feedback that is accurate, constructive, substantive and specific. | P.Effective Feedback | Covered | 25 | 1 | 5 | 1 | Covered by 1 topic (25 questions, 1 materials, 5 cards, 1 videos). |
| D. Knows how to promote students’ ability to use feedback and self-assessment to guide and enhance their own learning. | P.Teaching Self-Assessment Skills | Partially covered | 6 | 1 | 0 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| E. Responds flexibly to various situations (e.g., lack of student engagement in an activity, the occurrence of an unanticipated learning opportunity) and adjusts instructional approaches based on ongoing assessment of student performance. | P.Evaluating Instructional Effectiveness; P.Instructional Flexibility | Covered | 28 | 2 | 6 | 2 | Covered by 2 topics (28 questions, 2 materials, 6 cards, 2 videos). |
Fulfilling Professional Roles and Responsibilities (Domain IV)Partially covered
SMR IV.011 · The teacher understands the importance of family involvement in children’s education and knows how to interact and communicate effectively with families.110 questions · 4 materials · 3 cards · 3 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Applies knowledge of appropriate ways (including electronic communication) to work and communicate effectively with families in various situations. | P.Digital Communication with Families | Covered | 10 | 1 | 1 | 1 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 1 videos). |
| B. Engages families, parents, guardians and other legal caregivers in various aspects of the educational program. | P.Communicating with Families | Covered | 48 | 1 | 1 | 1 | Covered by 1 topic (48 questions, 1 materials, 1 cards, 1 videos). |
| C. Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. | P.Communicating with Families; ESL.Family and Community Involvement | Covered | 75 | 2 | 2 | 1 | Covered by 2 topics (75 questions, 2 materials, 2 cards, 1 videos). |
| D. Communicates effectively with families on a regular basis (e.g., to share information about students’ progress) and responds to their concerns. | P.Communicating with Families | Covered | 48 | 1 | 1 | 1 | Covered by 1 topic (48 questions, 1 materials, 1 cards, 1 videos). |
| E. Conducts effective conferences with parents, guardians and other legal caregivers. | P.Effective Conferences | Covered | 25 | 1 | 0 | 1 | Covered by 1 topic (25 questions, 1 materials, 0 cards, 1 videos). |
| F. Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning | P.Communicating with Families | Covered | 48 | 1 | 1 | 1 | Covered by 1 topic (48 questions, 1 materials, 1 cards, 1 videos). |
SMR IV.012 · The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational community and participating in various types of professional activities.109 questions · 5 materials · 22 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Interacts appropriately with other professionals in the school community (e.g., vertical teaming, horizontal teaming, team teaching, mentoring). | P.Collaborating with Colleagues | Covered | 41 | 1 | 16 | 1 | Covered by 1 topic (41 questions, 1 materials, 16 cards, 1 videos). |
| B. Maintains supportive, cooperative relationships with professional colleagues and collaborates to support students’ learning and to achieve campus and district goals. | P.Collaborating with Colleagues | Covered | 41 | 1 | 16 | 1 | Covered by 1 topic (41 questions, 1 materials, 16 cards, 1 videos). |
| C. Knows the roles and responsibilities of specialists and other professionals at the building and district levels (e.g., department chairperson, principal, board of trustees, curriculum coordinator, technology coordinator, special education professional). | P.Roles and Responsibilities - SpEd | Partially covered | 6 | 1 | 2 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| D. Understands the value of participating in school activities and contributes to school and district (e.g., by participating in decision making and problem solving, sharing ideas and expertise, serving on committees, volunteering to participate in events and projects). | P.Collaborating with Colleagues | Covered | 41 | 1 | 16 | 1 | Covered by 1 topic (41 questions, 1 materials, 16 cards, 1 videos). |
| E. Uses resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs. | P.Professional Development | Covered | 34 | 1 | 2 | 0 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 0 videos). |
| F. Recognizes characteristics, goals and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills. | P.Teacher Appraisals; P.Using Data and Self-Reflection to Improve | Covered | 28 | 2 | 2 | 0 | Covered by 2 topics (28 questions, 2 materials, 2 cards, 0 videos). |
| G. Works productively with supervisors, mentors and other colleagues to address issues and to enhance professional knowledge and skills. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| H. Understands and uses professional development resources (e.g., mentors and other support systems, conferences, online resources, workshops, journals, professional associations, coursework) to enhance knowledge, pedagogical skills and technological expertise. | P.Professional Development | Covered | 34 | 1 | 2 | 0 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 0 videos). |
| I. Engages in reflection and self-assessment to identify strengths, challenges and potential problems; improve teaching performance; and achieve professional goals. | P.Using Data and Self-Reflection to Improve | Covered | 26 | 1 | 2 | 0 | Covered by 1 topic (26 questions, 1 materials, 2 cards, 0 videos). |
SMR IV.013 · The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.104 questions · 13 materials · 18 cards · 0 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows legal requirements for educators (e.g., those related to special education, students’ and families’ rights, student discipline, equity, child abuse) and adheres to legal guidelines in education-related situations. | P.Texas Administrative Code of Ethics; P.Freedom of Speech; P.Duty to Report - TX; P.Due Process; P.IDEA - TX; P.ADA; P.Section 504; P.Privacy Guidelines | Covered | 63 | 8 | 15 | 0 | Covered by 8 topics (63 questions, 8 materials, 15 cards, 0 videos). |
| B. Knows and adheres to legal and ethical requirements regarding the use of educational resources and technologies (e.g., copyright, Fair Use, data security, privacy, acceptable use policies). | P.Privacy Guidelines; P.Copyright and Acceptable Use | Covered | 33 | 2 | 2 | 0 | Covered by 2 topics (33 questions, 2 materials, 2 cards, 0 videos). |
| C. Applies knowledge of ethical guidelines for educators in Texas (e.g., those related to confidentiality, interactions with students and others in the school community), including policies and procedures described in the Code of Ethics and Standard Practices for Texas Educators. | P.Texas Administrative Code of Ethics; P.Privacy Guidelines | Covered | 25 | 2 | 1 | 0 | Covered by 2 topics (25 questions, 2 materials, 1 cards, 0 videos). |
| D. Follows procedures and requirements for maintaining accurate student records. | P.Accurate and Confidential Student Records | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
| E. Understands the importance of and adheres to required procedures for administering state- and district-mandated assessments. | P.Texas Administrative Code of Ethics | Partially covered | 7 | 1 | 0 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| F. Uses knowledge of the structure of the state education system, including relationships among campus, local and state components, to seek information and assistance. | P.Structure of the TX Education System | Partially covered | 2 | 1 | 3 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| G. Advocates for students and for the profession in various situations. | P.Advocating for Students; P.Advocating for the Profession | Covered | 16 | 2 | 0 | 0 | Covered by 2 topics (16 questions, 2 materials, 0 cards, 0 videos). |
How 240 Creates The TExES Pedagogy and Professional Responsibilities (PPR) (160) Study Guide
Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
Map the tested categories
We map every major area the exam is designed to cover so the guide reflects the real structure of the test.
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
Review and update as standards change
When official frameworks change, we review guides and update alignment as needed.
Reviewed by subject-matter experts and maintained to reflect current standards.
Why 240 Is Better Than Other Generic Study Guides
Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the TExES Pedagogy and Professional Responsibilities (PPR).
Generic prep
- Covers broad subject areas without structure
- No clear connection to the official exam framework
- Practice questions may not reflect the real test format
- May not update when official standards change
- Can be helpful for quick, broad review
240 test-aligned TExES 160 prep
- Every lesson maps to an official domain or competency
- Built directly from the official exam framework
- Practice questions aligned to what the exam actually measures
- A clear study path by tested category
- Study smarter and enter test day more prepared
FAQs About the TExES Pedagogy and Professional Responsibilities (PPR) Study Guide
The questions teacher candidates ask us most often about the TExES Pedagogy and Professional Responsibilities (PPR) study guide.
Is 240 a good study guide for TExES Pedagogy and Professional Responsibilities (PPR)?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
How closely does 240 align to the TExES 160 exam?
This guide is 89% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
Does 240 cover every competency?
This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.
What does “partially covered” mean?
Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.