TExES Pedagogy and Professional Responsibilities Ultimate Guide2019-12-09T21:28:58+00:00

TExES Pedagogy and Professional Responsibilities (160) Ultimate Guide and Practice Test

Preparing to take the TExES PPR?

Awesome!

You’ve found the right page. We will answer every question you have and tell you exactly what you need to study to pass the TExES PPR.

TExES PPR Quick Facts

The TExES PPR is a computer-based assessment with the purpose of testing the knowledge and skills of educational theory and pedagogy of prospective EC-12 teachers. It tests individuals on designing and implementing lessons and assessments for student learning, creating a positive classroom environment with productive classroom management, and being able to meet the requirements and demands of a teacher’s professional responsibility.

There are 4 domains tested on the TExES PPR. There are 100 selected-response questions that need to be completed in 5 hours. 

Cost: 

The exam fee is $116.

Scoring: 

Individuals final score is based on scored questions. 90 out of the 100  selected-response questions are scored. The score range is 100-300 with a minimum passing score of 240. 

Pass rate: 

The pass rate percentage is 93% with only a 7% failure rate. 

Study time: 

You should devote 2-3 hours a day to study before your test. Start prepping for your test 6-8 weeks before the test day. If you cannot spend that much time studying each day, you will need to start prepping earlier than 6-8 weeks. 

What test takers wish they would’ve known: 

  • Read and reread the domains and competencies to get a good understanding.
  • Analyze the material after you have thoroughly read through the domains and competencies.
  • Make sure to narrow down the information in the question and pay attention to grade-level details.

Information and screenshots obtained from http://www.tx.nesinc.com/content/docs/160PrepManual.pdf

Domain I: Designing Instruction and Assessment to Promote Student Learning

Overview

Domain 1 of the TExES PPR test has about 34 selected-response questions. These questions account for 34% of the entire exam. 

This domain can be neatly divided into 4 competencies:

  • Child Development
  • Teaching Diverse Students
  • Planning Instruction and Assessment
  • Learning Processes and Factors

So, let’s talk about them.

Child Development

This section tests your knowledge of the cognitive, social, physical, and emotional challenges and development of students from early childhood to grade 12. 

Here are some concepts that are likely to appear on the test.

Stages of Play Development

  • Solitary play is where children prefer to play with toys alone and do not pay any attention to the children or activities going on around them. This is an important stage where children first learn to use their imagination and keep themselves occupied in play.
  • Onlooker play occurs when children start to notice other children playing around them but they do not join them. They might ask another child a question about their play but social interactions do not go further.  
  • Parallel play is where children often play with similar toys next to one another and copy one another, but they do not play together. This is an important stage in play development that will contribute to the development of social maturity in later stages of play, 
  • Associative play usually begins around the age of 3 and 4. Children begin to play together and develop important skills in cooperation, problem-solving, and language development. It is common to see children talking and playing with the same toys. They may even begin trading toys with one another. 
  • Cooperative play begins between the ages of 4 and 6. Children begin to cooperate with one another and have a genuine interest in the people and activity at hand. Children begin to develop leadership roles and organize themselves into groups with goals and tasks. 

Social Development

Preschool milestones:

  • Showing more independence
  • Sharing toys and taking turns
  • Dramatic play

Preschool social development concerns:

  • Difficulty separating from parents and dependent on them for everything
  • Difficulty interacting with other children
  • Not able to share with others

Elementary milestones:

  • Pays more attention to friendships and teamwork
  • Wants to be liked by peers
  • Takes on more responsibilities at home

Elementary social development concerns:

  • Does not want to interact with others
  • Too fearful to try new things other children their age are doing
  • Not able to take turns and share with others

Secondary milestones:

  • More interest in romantic relationships
  • Deeper connections
  • Show more independence from parents 

Secondary social development concerns:

  • Doesn’t have a want for deeper relationships
  • No interest in wanting to interact with others
  • Doesn’t have a strong sense of right and wrong

Teaching Diverse Students

This section tests your knowledge of using strategies to plan and adapt lessons for students with diverse needs and cultural differences. 

Check out these concepts.

Major Categories of Disabilities

According to IDEA, there are 13 major categories of disabilities:

    • Specific learning disability covers a wide range of disabilities that affects someone’s ability to read, write, reason or their ability to do math.
      • Examples: Dyslexia, Dysgraphia, Dyscalculia
    • Other health impairment (OHI) usually covers a wide range of conditions that relate to an individual’s focus, alertness or strength. 
      • Examples: ADHD, ADD
    • Autism spectrum disorder relates to an individual’s social and communication skills. There are different levels of ASD on the Autism spectrum with specific symptoms for each level.
    • Emotional disturbance (ED) involves a diagnosis of an individual having a mental or behavioral disorder. 
      • Examples: OCD, schizophrenia, bipolar disorder, depression, anxiety
    • Speech or language impairment involves a variety of communication problems.
      • Examples: stuttering, language or articulation impairments
    • Visual impairment includes an individual who has any visual impairment that eyewear cannot improve. Blindness is also included.
    • Deafness is a severe hearing impairment of an individual who cannot process language through hearing.
    • Hearing impairment involves individuals who cannot process language through hearing. 
    • Deaf-blindness covers individuals who have a visual and hearing impairment.
    • Orthopedic impairment is any body impairment.
    • Intellectual disability (ID) is an individual that has a below-average intellectual ability. 
      • Examples: below average IQ (70-75), down syndrome
    • Traumatic brain injury covers someone who has suffered a physical injury or accident that affects the brain. 
    • Multiple disabilities are when a student has a combination of impairments and has such severe educational needs that their needs cannot be met in one special educational program. Deaf-blindness is not included.

Assistive Technology 

Assistive technology is any device or means that can be used to help a person with a disability. It needs to be listed in a child’s Individualized Education Plan (IEP) or 504 plan. Assistive technology can be anything as small as a pencil grip that helps a child’s fine motor skills to something more advanced for a child with hearing impairment who might need their teacher to wear and speak into an FM system.

Planning Instruction and Assessment

This section tests your knowledge of the Texas Essential Knowledge and Skills (TEKS), goals, objectives, and various types of resources used to plan lessons and assessments for the classroom. 

Take a look at these very important concepts.

Learning Goal versus Learning Objective

Learning goals are long-term and should be broad and achievable.

Example: Students will learn the skills necessary to be able to pass their state exam. 

Learning objectives are specific, measureable, and short-term. Lessons are built around the learning objectives and then assessed at the end of the lesson to guide planning.

Example: Students will be able to identify a verb in a sentence by circling the verb.  

Types of Assessments

  • Formal assessments measure mastery of what a student has learned. These assessments are usually standardized, scored, and used to compare students.

Examples: benchmark tests, state exams (STAAR), ACT, SAT

  • Informal assessments focus on content and performance. 

Examples: running records, quizzes, rubrics

  • Formative assessments are ongoing and occur frequently in the learning. 

Examples: exit tickets, think-pair-share, daily work

  • Summative assessments measure a student’s ability at the end of the instruction or unit.  

Examples: end of unit tests, end of course exams, final portfolios

Learning Processes and Factors

This section tests your knowledge of being able to understand the various different approaches to learning and how to plan and implement engaging lessons.

Let’s talk about some concepts that you will more than likely see on the test.

Learning Theories

  • Behaviorism is believed to be a learned theory based on learned behaviors between stimuli and responses. Example: Pavlov’s salivating dogs. Teaching methods that support behaviorism is negative and positive reinforcement. 
  • Cognitivism compares the mind to a computer. It is a theory that believes individuals come in with knowledge, process it, and certain outcomes come out of it. Questioning is an important step as a teacher in a cognitivist classroom. 
  • Constructivism is a theory that believes individuals bring background knowledge to actively contribute to more in-depth learning. Constructivism in the classroom would support learners coming to new knowledge through exploration and discovery to enhance their learning. The teacher is a facilitator as students self-discover with themselves or peers. 

Activating Prior Knowledge

Activating prior knowledge is when students connect what they are learning to past experiences or prior knowledge to better understand information. It is important for students to make connections, especially in their reading. When students can make text to self, text to world, or text to text connections they are learning a critical comprehension strategy. This comprehension strategy should be taught and modeled early on in read-alouds to show students how to make connections. It is an ongoing process that happens before, during and after reading. Teachers can monitor students connections through reader’s response journals, small group reading discussions, or graphic organizers. 

And that’s some basic info about Domain 1 of the TExES PPR test.

Domain II: Creating a Positive, Productive Classroom Environment

Overview

Domain 2 of the TExES PPR test has about 13 selected-response questions. These questions account for 13% of the entire exam. 

This Domain can be neatly divided into 2 competencies:

  • The Positive Classroom
  • Classroom Management

So, let’s discuss them.

The Positive Classroom

This section tests your knowledge of the characteristics of creating a classroom environment that creates a safe and nurturing place for students.

Here are some concepts that are likely to appear on the test.

Promoting a Positive Classroom

A positive classroom is a classroom where students feel safe and comfortable enough to ask questions and make mistakes. A teacher can promote a positive classroom by building relationships with students, setting expectations so students are aware of what to expect each day, developing mutual trust and respect, and positively responding to students.

Creating a Culture of High Expectations

It is important for teachers to have high expectations for all students so all students have a chance to succeed. Students should never think that they are not capable of learning. Teachers should practice goal setting with students so they can be in charge of their learning. When students are invested in their growth they are more likely to push themselves harder. Students are also more likely to push themselves harder and achieve more when they know their teacher is also invested in their learning and success. Teachers should never lower standards because they think a student cannot meet them. Setting high expectations for students will foster a positive learning environment where they can succeed.

Classroom Management

This section tests your knowledge of effective classroom routines and procedures and the importance of creating an organized and productive classroom.

Let’s talk about some concepts that you will more than likely see on the test.

Behavior Theories

  • Non-interventionists believe that less authority is needed in the classroom. They have a more carefree approach and feel that students need more control over their environment. Example: If a student misbehaves they would be given a silent gesture or cue to get back on task.
  • Interventionists follow strict rules and have expectations for students to meet. They believe reinforcement and continuous practice will fix behavior problems. Example: If a student misbehaves they will be punished by practicing doing the right behavior. 
  • Interactionist develop a relationship that teaches students to take ownership of their actions. They interact with students and share the responsibility of correcting the behavior. Example: If a student misbehaves the student and teacher will have a conversation that leads to a solution to fix the behavior. 

Classroom Routines

Students need consistency and routine. They perform better when they understand the expectations that are expected of them each day and the consequences if they do not follow them. Having a well-developed plan for classroom management and teaching it to your students lowers student misbehavior. Students need to be able to feel an ownership of their classroom to be able to learn. When students do not know what to expect each day and there is not any consistency in consequences, students tend to misbehave or act out.

And that’s some basic info about Domain 2 of the TExES PPR test.

Domain III: Implementing Effective, Responsive Instruction and Assessment

Overview

Domain 3 of the TExES PPR test has about 33 selected-response questions. These questions account for 33% of the entire exam. 

This Domain can be neatly divided into 4 competencies.

  • Effective Communication
  • Teaching Skills to Students
  • Using Technology
  • Assessment

So, let’s talk about them.

Effective Communication

This section tests your knowledge of communicating effectively using principles, techniques, and strategies.

Let’s look at these concepts together.

Wait Time

Wait time is the silent period that allows students the time to adequately process the information before they answer. When students are given an appropriate amount of wait time they usually produce more in-depth answers. Teachers should wait at least 3 seconds before allowing students to answer discussion questions. 

Skilled Questioning

Skilled questions means having prepared questions to ask students that pertain to your lesson. When you prepare questions ahead of time you set students up in an enriched discussion where they are using higher-level thinking skills. When developing questions make sure to have a goal in mind, use open and closed questioning, and allow appropriate wait time for students to respond.

Teaching Skills to Students

This section tests your knowledge about effective teaching strategies and activities to engage students in appropriate instruction.

Take a look at these super important concepts.

Motivational Strategies

Students are motivated by tasks or jobs they are given. Setting up a jobs system allows the opportunity for students to take pride in being able to complete a task or job. Setting up a reward system for behavior, grades, or good deeds motivates students to work towards a goal and get rewarded when they meet their goal.

  • Internal motivation is when a person is motivated by themselves. They do not need rewards or praise from others. 
  • External motivation comes from the outside world and not within a person. A person is motivated by a reward, opportunity, or praise they receive from others. 

General Teaching Tips for ELL Students

ELL students come from various backgrounds and need different levels of support. It is important to provide accommodations for these students.

  • Use visuals when teaching, especially vocabulary.
  • Allow more wait time.
  • Provide unknown background knowledge ahead of time.
  • Provide familiar sources for students so students have the opportunity to provide feedback and response.
  • Allow ample opportunities for peer teaching.
  • Provide opportunities for group and partner work.
  • Pre-teach when able.
  • Provide sentence stems.

Using Technology

This section tests your knowledge of how to use effective technology to plan, implement, and evaluate instruction in the classroom.

Here are some concepts that are likely to appear on the test.

Technology Basics

  • The hardware is the storage device where the data from the computer is stored.
  • The software is any program used on a computer.
  • A network is a shared place where computers or other devices are connected. A network could also be referring to the shared internet connection.
  • The CPU is the main component of the computer, sometimes referred to as the brains of the computer. 
  • A monitor is where the visuals are projected from the CPU.
  • A mouse is a device that is hooked up to the computer to control the cursor.
  • A USB is a connection port that connects devices to the computer (CPU).

Appropriate Use of Technology

  • Privacy guidelines are developed to ensure that information is only shared when allowed. 
  • Copyright laws protect resources against being duplicated or reused. Teachers need to be aware of copyright laws on materials used in the classroom.
  • Acceptable use policies give students the right and responsibility to use technology with a set of guidelines and rules they need to follow.
  • Digital etiquette is the awareness of how you respond and treat others online.

Assessment

This section tests your knowledge of creating effective assessments to monitor student performance and help guide student learning.

Let’s talk about some concepts that you will more than likely see on the test.

Effective Feedback

Feedback needs to be clear, focused, and given in a timely manner to be effective. Ensure that graded assignments are given back promptly. Make sure not to overwhelm a student with the amount of feedback. Choose what mode to give feedback to students (oral, written or visual). Choose the type of audience to address (one-on-one, a group or an entire class).

Teaching Self-Assessment Skills

It is important for students to learn how to self-assess so they are able to take ownership and control over their learning. When students are able to self-assess, they are able to figure out what worked and what did not work for them in their learning. Students are able to see where their weaknesses are without someone having to tell them. You can teach students to self-assess by having them create a chart that lists their strengths and weaknesses. Once they have assessed their weaknesses they can create goals to track their progress. A continuous improvement model like PDSA can be introduced to students to foster self-assessment. 

And that’s some basic info about Domain 3 of the TExES PPR test.

Domain IV: Fulfilling Professional Roles and Responsibilities

Overview

Domain 4 of the TExES PPR test has about 20 selected-response questions. These questions account for 20% of the entire exam. 

This Domain can be neatly divided into 3 competencies:

  • Family Involvement
  • Effective Collaboration and Improving as a Teacher
  • Legal Basics

So, let’s talk about them.

Family Involvement

This section tests your knowledge of effective and appropriate communication with families, guardians, and the community.

Check out these super important concepts.

Conducting Effective Conferences

Be sure to prepare data and notes beforehand to communicate with parents. Creating a checklist or overview of the conference helps the conference run smoothly and for everyone to stay on track. Before starting a conference always ask a parent if they have any concerns or questions. Be sure to identify a student’s strengths and weaknesses as well as the expectations of those strengths and weaknesses. Provide resources and ideas of ways to help with weaknesses. Be sure to provide goals and expectations that the student needs to reach to be prepared for the next grade. 

Virtual Communication with Families

When communicating with families through email make sure to respect the privacy of others and not share student names, emails, or personal information to others. Make sure to BCC (blind copy) members of group emails so email addresses are not shared. Be respectful of the time and frequency of emails. Emails should be sent during reasonable waking hours. Make sure subject lines pertain to the information in the email. Remember to be professional and use correct grammar when writing an email. Always reread your emails aloud before sending them to make sure you are clear and your tone is appropriate and professional.

Effective Collaboration and Improving as a Teacher

This section tests your knowledge of interacting appropriately with other professionals in the school community and being an active participant in professional activities. 

Here are some concepts that are likely to appear on the test.

Reflection and Self-Assessment

It is important for teachers to reflect on their performance and learn from their own practices. Self-assessing your teaching practices provides opportunities to learn and grow in your professional setting. Some reflective questions a teacher could use to improve themselves:

  • Did that activity help students?
  • Did I reach out to other professionals in my school community to help a student?
  • Do I know the resources available in my school community to effectively help students?
  • Did I prepare higher-level questions for discussions?
  • Was I prepared for that activity? 
  • How could I improve that lesson?

Roles and Responsibilities of District-Level Professionals

  • Board of Trustees or School Board has the responsibility to evaluate and improve school environments. They are the advocates for the students and teachers and vote on important decisions that affect the entire district. 
  • Superintendent oversees the district and sets clear expectations and guidelines that each school needs to follow. They routinely check on schools to make sure things are running smoothly.
  • Curriculum Coordinator is in charge of adopting the standard curriculum to be used district-wide. They relay important information to teachers regarding trainings, deadlines, scope and sequences and on-going changes. 
  • Technology Coordinator has a wide-range of responsibilities that involves the implementation and maintenance of technology in the classroom.

Legal Basics

This section tests your knowledge of the legal and ethical requirements regarding the rights, resources, and procedures of the educational system.

Let’s talk about some concepts that you will more than likely see on the test.

Teachers Advocating for the Profession

Teachers are the only ones who see everything behind the scenes in their profession. They need to be the ones to advocate for themselves and the interests of their students. Teachers should be cautious about using social media as their voice. They need to make sure to stay professional even outside of the classroom. Teachers have many professional organizations they can join to keep them up to date with the profession and allow them to have a voice. Examples: UEA, ATPE, TSTA 

Duty to Report

Texas law states that anyone holding a state license has a duty to report suspected child abuse within 48 hours. Failure to report is also a crime. 

And that’s some basic info about Domain 4 of the TExES PPR test.

Select to Login
[001]
[001]
[002]
[002]