TExES PPR EC-12 (160) Study Guide

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TExES (160) Study Guide

The TExES Pedagogy and Professional Responsibilities (PPR) exam is an educator competency certification exam issued by the state of Texas. Prospective teachers must reach the TExES test scores required to pass the TExES PPR to demonstrate proficient knowledge and skills for beginner teachers in early childhood (EC) to twelfth-grade positions in the Texas school system. The domain competencies incorporate Texas educator principles as defined in four Pedagogy and Professional Responsibilities standards and six Technology Application standards.

The computer-based exam contains four domains covering thirteen competency areas. Five hours are allocated to complete one hundred multiple-choice questions. This TExES 160 study guide will cover the exam competencies in greater detail, which could help you attain the TExES PPR passing score:

TExES PPR Study Guide (160)
Designing Instruction and Assessment to Promote Student Learning 34% (?34 questions)
Creating a Positive, Productive Classroom Environment 13% (?13 questions)
Implementing Effective, Responsive Instruction and Assessment 33% (?33 questions)
Fulfilling Professional Roles and Responsibilities 20% (?20 questions)
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Designing Instruction and Assessment to Promote Student Learning

Encouraging students to respond to personal growth and academic achievement is an important learning tool for students when growing and managing learning processes.

Human Developmental Processes and Applications

Candidates should be familiar with the processes involved in creating diverse learning objectives across all grade levels, including being able to:

  • Identify and analyze stages, influences, and differences in learning development in EC-12th grade students
  • Understand how bodily, emotional, and social changes affect a student's overall development
  • Identify and understand how intellectual changes in students affect instruction, with an emphasis on EC-4th grade students
  • Use knowledge to enhance EC-4th grade classroom learning activities by understanding the developmental processes of play-based learning
  • Teaching age-appropriate life skills to EC-12th grade students

Candidates should recognize that the education community ought to promote equality between culturally-diverse students. They should also understand that schools have a responsibility for student development while guiding EC-12th grade students through life events and decisions in a positive environment. Applicants should be able to identify the unique needs and challenges middle school and high school students encounter and recognize effective ways to positively address those concerns. They should know how positive student relationships reflect continued personal and educational growth, and how negative relationships have the opposite effects on the overall success of the student.

Student Diversity Instruction

Educators respond to student diversity in learning by planning instruction and designing assessments to facilitate positive academic environments for all students. Educators should also demonstrate the ability to:

  • Acknowledge various differences in all students and leverage those differences to enhance learning
  • Continue to self-educate on student diversity requirements
  • Understand the diverse learning patterns of students with wide-ranging disabilities and ESL learners

Candidates need to understand the relationship between the student learning process and the role of social and cultural indicators. They should be able to address this in the design of class curricula and know how to use appropriate materials to bridge social and cultural differences between students. Applicants must also have a strong understanding of English Language Proficiency Standards (ELPS). Educators should be able to design instruction based on students' basic academic skills.

Instruction for Learning Goals and Objectives

In order to continuously evaluate progress in academic objectives and milestones, educators need an effective understanding of the teaching process. This PPR study guide lists the primary skills that are evaluated in this competency section, which include being able to:

  • Assess student and educator performance in curriculum planning
  • Develop plans to support educational activities and goals
  • Schedule class curriculum times to reflect coursework and student engagement intervals

Applicants will be required to identify the relationship between ELPS, Texas state-mandated, all-grade level curriculum, and the Texas Essential Knowledge and Skills (TEKS). Candidates must understand how to apply instructional material that meets ELPS guidelines for English learners that also satisfy TEKS requirements for all students. Teachers are expected to demonstrate knowledge of the design and use of teaching materials and resources used to enhance student engagement and to evaluate their overall effectiveness in academic progress. Candidates will also need to know how to plan and create learning experiences that provide students with diverse perspectives.

Educational Processes that Impact Student Learning

Educators should understand the learning processes and factors that influence student learning through multiple grade levels. They should also know techniques for guiding students to academic success by demonstrating skills as illustrated in the TExES Pedagogy and Professional Responsibilities (PPR) exam study guide:

  • Identifying a learning system method that engages student participation
  • Distinguishing between the distinct characteristics of elementary and middle school children and their learning processes
  • Knowing learning strategies suited to engaging each grade level

Candidates should know how to encourage feedback on complex thinking and should research skills-based play concepts, which are important tools for children's learning. Educators should be able to apply practical strategies for teaching pre-elementary students through various play techniques. Candidates should also be familiar with how student participation can encourage effective communication and sharing.

Applicants must possess an understanding of how organizational tools and skills teach preschoolers self-reliance and responsibility. Educators should instruct students to take care of their personal and classroom belongings and use the same skills in instructing older students on how to use instructional tools and establish routine study times.

Planning Effective, Engaging Instruction, and Appropriate Assessments

Applicants should know how to design appropriate student instruction and assessments based on grade level and background as well as understand the value of teacher assessment and family participation in student success. They should also demonstrate the ability to:

  • Understand potential positive and negative influences between teacher and student
  • Plan curriculum with awareness of social and cultural factors
  • Promote student accountability in academic efforts toward success

Applicants should also know how to integrate various learning styles into student instruction, specifically those based on seeing, hearing, touch, and bodily motion. Candidates should be familiar with the ELPS guidelines on how to apply diverse learning approaches to different subject areas and how to provide guidance on improving English language skills. Candidates should be familiar with how to influence students' range of thinking skills and provide age-appropriate directions.

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Creating a Positive, Productive Classroom Environment

Teachers need to be aware of the educational benefits of using their skills to create a supportive classroom setting that enhances the quality of equal education.

Classroom Climate that Fosters Learning, Equity, and Excellence

Candidates should know creative methods for ensuring safe physical and emotional student learning environments by:

  • Understanding the individualized traits of students at various stages of personal growth
  • Encouraging inclusion
  • Examining and evaluating classroom interactions and academic outcomes

Candidates should understand that students respond to the encouragement used by teachers to facilitate learning. Educators should also employ teaching methods that sustain student interest in learning. Applicants should understand how classroom space is used to promote positive learning environments for all ages and how simply arranging desks in rows or utilizing table sharing can affect individual and group learning and interaction. Educators will need to demonstrate proper skills in classroom structure while promoting fairness and diversity and discouraging inappropriate classroom behaviors.

Creating an Organized and Productive Learning Environment

Classrooms should be a place of organization and structure that promotes active learning and academic growth. Candidates should also know effective methods for focusing students' energy and show knowledge of how to:

  • Effectively design group instructional activities to promote collaboration and responsibility
  • Understand the significance of routines and schedules
  • Manage time to separate instructional duties from other duties

Applicants should be familiar with the tools needed to perform duties other than instruction, such as maintaining attendance and grading records and communicating with parents, caregivers, and school staff and administrators. Candidates should be able to formulate programs to work with diverse classroom volunteers and collaborators, promote employee training, and assess the classroom aid's performance in student interest and participation.

Applicants should have a clear understanding of student behaviors that are acceptable and unacceptable and recognize affective changes in either. Candidates should understand and apply techniques for directing student behavior and promoting the most effective positive behavior methods so that students can use behavior modification techniques to resolve peer and academic issues.

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Implementing Effective, Responsive Instruction and Assessment

Educators should demonstrate effective communication skills across multiple platforms by delivering assignments and directions in a way all students can easily understand.

Principles and Strategies for Effective Communication

Communication is key to maintaining a positive teacher-student and teacher-parent relationship. Candidates should know various methods of positive and productive communication and demonstrate those abilities on the TExES PPR exam.

Applicants need to understand that proper communication and language skills are most effective in the educational process when language barriers are considered, along with the attitude, culture, and age of the student, specifically for primary school students. Educators should be able to ask relevant questions for effective student discussion of course materials while focusing on involving all students.

Applicants are expected to be able to know effective communication skills that improve students' knowledge and help develop critical thinking skills in all students, including students with social difficulties and cultural differences. Candidates need to know how to effectively convey educational points and instruction using communication skills that facilitate age-appropriate understanding of complex ideas. Educators are expected to use appropriate communication tools and techniques to improve comprehension while also integrating verbal and non-verbal skills and technology.

Instruction for Actively Engaging Students

Educators understand creative and effective methods to motivate and engage students in learning processes. Candidates should also know methods for positively channeling student enthusiasm and engagement, and demonstrate abilities to:

  • Shape curriculum to promote student involvement and observe effectiveness of instruction
  • Implement various methods to enhance learning
  • Provide balanced expressive content to students
  • Identify relevant educational material for all students

Applicants will need to identify and understand different motivating factors that drive students' academic success. They must also understand the roles that attitudes, beliefs, ambitions, praise, recognition, and appreciation affect student personal and academic growth. Applicants should know how to incorporate a formal, organized English as a Second Language (ESL) program into the literacy curriculum in accordance with ELPS guidelines. They should also provide basic English vocabulary tools to help ESL students understand the content of the text to hasten their learning process and improve their English language speaking and writing skills.

Effective Use of Technology

Educators should understand the benefits of technology in educational instruction. This TExES 160 study guide lists the main skills that are assessed in this competency section, which include being able to:

  • Identify various types of technology and applications
  • Ethically incorporate technology into the classroom
  • Understand how to access and transfer technological information
  • Recognize computer literacy and accessibility issues among students

Applicants need to know how to use process-based educational technology tools and applications and relate this to the creation and editing of documents and files. Educators will also need to demonstrate knowledge of sharing information in e-communities such as with student collaboration, online parent meetings, and emailing and discussion with school administrators. Candidates should understand the methods of delivering classroom instruction and curriculum through various technology formats, such as visual and auditory presentations. Additionally, candidates should know how to use multiple processes to distribute the information, such as printed hardcopies, computer monitors, and videos. Applicants will know how to develop creative concepts and knowledge-based ideas and processes while adhering to appropriate technological standards.

Student Performance and Achievement

Educators monitor student progress and academic achievement to foster academic development. They should also demonstrate the ability to provide students with practical advice to help guide their academic choices.

Applicants must demonstrate an understanding of the practical applications and limitations of different student assessment diagnostic methods and techniques, including data-driven assessment methods which may reflect the student's academic abilities based on testing scores alone and not overall achievement. Candidates must be able to create appropriate assessments of student learning goals and curriculum objectives and provide students with the criteria used to measure student development against teacher expectations.

Applicants should know how to deliver appropriate feedback to give students useful ideas to improve on future assignments by using creative, supportive, and meaningful language specific to areas of improvement. Additionally, educators should know to address areas of student academic strengths equally to help build confidence. Successful candidates will be able to instinctively modify their curriculum and teaching methods depending on class interest and unscheduled learning encounters.

Fulfilling Professional Roles and Responsibilities

Educators should demonstrate knowledge in all aspects of their professional duties as educators, including encouraging parental involvement and participating in professional growth while following ethical standards.

Family Involvement in Education

Parents play a vital role in their children's learning development and academic success. This PPR study guide lists the main skills that are assessed in the importance of educator and family communication, which include being able to:

  • Use various methods of communication
  • Involve parents in student educational success
  • Dialogue with families from diverse households and environments

Applicants should also demonstrate a variety of effective methods of communicating academic and behavioral concerns with parents and caregivers, including by email, phone, or written correspondence. Candidates should also identify when additional face-to-face communication is needed to discuss these issues, as well as discuss academic successes and student interests and provide positive feedback on excellent behaviors and recommendations for educational growth. Applicants will also need to be aware of the various resources available to students and family members to assist in student growth and advancement. They should also understand that some students may require not only academic program resources, but additional counseling and community services as well, and be able to convey those needs in a meaningful way.

Educational Community Interaction and Professional Activities

Professional growth and improvement are significant when discussing the various teaching and community responsibilities of an effective educator. Candidates should also know approaches for identifying and participating in community and programs that advance professional goals, and demonstrate abilities to:

  • Connect and partner with professional peers to support students
  • Describe the positions and duties of colleagues and regional administrative staff
  • Support the education system through a range of program participation and volunteer efforts

Candidates will also need to identify relevant assets that will assist in professional growth and advancement through activities such as seminars on leadership skills, educator work groups, professional development classes, or additional college courses. Candidates will understand the value of teacher reviews by using peer and administrative feedback to actively pursue professional development resources. Additionally, they will collaborate effectively with academic professionals, other partners, and organizations and review professional literature to help solve any professional concerns with meeting their teaching objectives.

Legal and Ethical Requirements

The educational profession has many federal and state legal and ethical requirements which educators must consider when interacting with students. When completing this exam competency, candidates should meet the following objectives, which support Texas state requirements of teaching program policies:

  • Ensure student and family privacy in keeping records
  • Design student assessments to adhere to district and state guidelines
  • Follow legal and ethical standards when identifying educational materials

Applicants must also be aware of the guidelines that apply to Texas educators regarding ethics and regulations, such as student privacy and communications between students, families, and peers. Candidates will apply their knowledge of the structure of the Texas public education system, including the relationships between schools, school boards, district offices, and the state board of education, and their functions.

Applicants must be familiar with the educational needs of all students with various backgrounds, cultures, and intellectual and physical needs and follow legal and ethical guidelines to meet educational standards for all students. Additionally, applicants will need to be familiar with their roles in ethically supporting and legally reporting issues of concern regarding the student. Educators should always keep in mind what is best for each student and know what actions to take in support of the rights and concerns of all students as well as be aware of the administrative functions of state and federal law in this regard.

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