Teacher Certification Program
Component 3: Curriculum
Modules: Pedagogy and Responsibilities Standards
In preparation for the PPR All-level (160) Certification test, we plan two separate courses: PPR and the content area of Technology Applications.
The Pedagogy and Professional Responsibilities Standards, Domain Competencies and the Texas Essential Knowledge and Skills (TEKS) for Technology Applications shall be the curricular basis for all educator preparation programs and certifications at Austin Community College.
The first section addresses the curriculum as it applies to the Pedagogy and Professional Responsibilities and how they relate to the Domain Competencies. The second component addresses content specific curriculum for Technology Applications and how they relate to the Domain Competencies and Texas Essential Knowledge and Skills.
Pedagogy and Professional Responsibilities (PPR):
A comprehensive curriculum framework shall be provided to all participants in the Teacher Certification Program. The curriculum framework is aligned with the PPR Standards and Domain Competencies adopted by the State Board of Educator Certification. Instruction will address current research and methodology to provide teachers with the knowledge and skills necessary for successful classroom instruction. To ensure success, evaluations demonstrating student mastery of these professional standards and competencies are built into the program. All students must pass the Pedagogy and Professional Responsibilities TExES to receive certification from the State Board of Educator Certification. TCP participants will receive a minimum of 108 contact hours of training in the PPR modules of the program. The training is divided into 15 training modules as follows:
|Module One: Human Development |Module Two: Supportive Environment |
|Characteristics of Adolescent Development |Maslow’s Hierarchy of Needs |
|Jean Piaget’s Stages of Cognitive Development |Emotion and Learning |
|Erik Erikson’s Psychosocial Development |Classroom Management and Positive Discipline |
|Brain Research and Learning |Learning about At-Risk Populations |
|Module Three: Human Diversity |Module Four: How Learning Occurs |
|Environmental Concerns |Current Brain Research and Learning |
|Learning Styles |Piaget’s Developmental Approach |
|The Culture of Students |Understanding the Gifted student |
| |Understanding Full Inclusion |
| |Reading in the classroom |
| |Assessment and Learning |
|Module Five: Motivation |Module Six: Planning Processes |
|Teaching Effectiveness |Defining Objectives and Outcomes |
|Student Empowerment |Effective Teaching Practices |
|Glasser’s Model for Climate |Teacher Directed Learning/Self-Directed Learning |
| |Cooperative/Collaborative Learning |
| |Lesson Designs and Lesson Planning |
|Module Seven: Communication |Module Eight: Higher-Order Thinking |
|Verbal |Deductive Learning/ Inductive Learning |
|Non-Verbal |Cooperative/Collaborative Strategies |
|Questioning Techniques |Discussion Strategies |
|Bloom’s Taxonomy |Strategies for Assessment |
|Active vs. Passive Learning |Teacher and Student Roles |
|ESL students in the classroom | |
|Module Nine: Educational Resources |Module Ten: Assessment |
|Planning |Formative Assessments |
|Where to Find Resources |Summative Assessments |
|Print Resources |Informal Assessments vs. Formal Assessments |
|Visual Resources |Teacher Made Tests |
|Videodisk and Interactive Video |Authentic Assessment |
|Computer Software Tools |Self/Peer Assessment |
|Computer-Assisted Instruction |Standardized Testing |
|Manipulatives and Labs |Rubrics |
|Human Resources |Bloom’s Taxonomy and Assessment |
|Evaluation of Resources | |
|Module Eleven: Lifelong Learning |Module Twelve: School Culture |
|Classroom Management |Team Player |
|Content related to real life |Team Responsibilities |
|Discipline Procedures |School Activities and Special Assignments |
|Modeling Behavior |Professional Growth |
|College/University model of continuing education |Site-Based Management |
| |Working with a Mentor Teacher |
|Module Thirteen: Parent/Teacher Relationships |Module Fourteen: Community Relations |
|Developing a Relationship |Community Involvement |
|Communication Tools |Using Community Resources |
|Parent/Teacher Conferences |Legal Issues |
|Module Fifteen: Teaching in Texas |
|Responsibilities to the other Professionals in the school |
|Rules for Special Populations |
|TAC Rules and Regulations |
|PDAS |
|Legal Issues and Teaching |
|Code of Ethics |
|Professional Organizations |
|Texas Resources |
Assessment will be in both a formative and summative format. A rubric stressing quality standards will accompany assessments.
Formative evaluation tools will include:
• Written Summaries of Observations
• Paper and Pencil Tests Over Each Module
• Applications/Demonstrations
• Outside assignments
Summative evaluations will include:
• Written Work
• Conferences
• Demonstrations /Applications
• Mentor Teacher Evaluations
• Peer Evaluations
• Professional Teaching Portfolio
• Summary Evaluation by Committee
Attachments in Appendix:
Pedagogy and Professional Responsibilities Standards, EC-Grade 12
TExES Pedagogy and Professional Responsibilities EC-12, Test Framework
|Coursework |PPR Standards & TExES Framework |Benchmark/Assessment |
| | | |
|Module One: Human Development |TExES Domain 1: Competencies: 1, 2, 3, 4 |Successful completion of knowledge modules via written/ |
|Characteristics of Adolescent Development | |performance assessments. |
|Study of the works of Piaget and Erikson, as it applies to the |PPR Standard I: 1.1k, 1.2k, 1.14s, 1.11k, 1.11s | |
|Cognitive and Psychosocial development of the learner. | |Identify chief components of brain research and learning. |
|Brain research and learning. |PPR Standard II & III: 2.1k, 2.2k, 2.3k, 2.1s, 2.2s, 2.3s, 2.4k,| |
| |2.4s, 2.17k, 2.17s, 2.23k, 2.21s, 3.12k, 3.15s |Identify characteristics of adolescent development. |
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|Coursework |PPR Standards & TExES Framework |Benchmark/Assessment |
|Module Two: Supportive Environment |TExES Domain 1: Competencies: 1, 2, 3, 4 |Use effective teaching cycle in lesson plan |
|A study of the work of Maslow’s Hierarchy of needs | | |
|Emotion and Learning |TExES Domain 2: Competencies: 5 & 6 |Structure classroom management plans |
|Classroom management and positive discipline | | |
|Learning about At Risk Populations |PPR Standard I: 1.3k, 1.4k,, 1.2s, 1.3s |Design strategies for dealing with at-risk children, special |
| | |education & gifted and talented students |
| |PPR Standard II & III: 2.1k-2.3k, 2.4k, 2.5k, 3.15s, 3.16s | |
| | |Chooses appropriate assessment for lesson |
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| | | |
| | |Classroom observations, Effective Practices checklist, portfolio |
|Module Three: Human Diversity |TExES Domain 1: Competencies: 1, 2, 3, 4 |project |
|Environmental Concerns | | |
|Learning Styles |TExES Domain 2: Competencies: 5 & 6 |Use effective teaching cycle in lesson plan, including lessons that|
|The Culture of Students | |address all three learning styles |
|Special Education students, modifications, and inclusion |PPR Standard I: 1.5k, 1.6k, 1.2s, 1.3s, 1.4s, 1.5s, 1.15s | |
| | |Design strategies for dealing with at-risk children, special |
| | |education & gifted and talented students |
| |PPR Standard II: 2.1k, 2.2k, 2.3k, 2.1s, 2.2s, 2.3s, 2.21s | |
| | |Chooses appropriate assessment for lesson |
|Coursework |PPR Standards & TExES Framework |Benchmark/Assessment |
|Module Four: How Learning Occurs |TExES Domain 1: Competencies: 1, 2, 3, 4 |ARD/IEP details |
|Current Brain Research and Learning |TExES Domain 2: Competency: 5 | |
|Piaget’s Developmental Approach | |Examples of challenges for gifted |
|Understanding the Gifted student | | |
|Understanding Inclusion |PPR Standard I: 1.8s, 1.10k, 1.10s, 1.23k |ARD/IEP/Modifications & Accommodations |
|Reading in the classroom | | |
|Assessment and learning |PPR Standard II & III: 2.1k- 2.3k, 2.4k, 2.5k, 2.2s, 2.3s, 2.5s,|Use effective teaching cycle in lesson plan, including lessons |
| |2.6k-2.9k, 2.6s-2.9s, 2.22k, 2.23k, 2.19s, 2.20s, 2.21s, 3.15k, |that address all three learning styles |
| |3.16k, | |
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| |TExES Domain 1: Competencies: 1, 2, 3, 4 | |
| |TExES Domain 2: Competencies: 5, 6 | |
| |TExES Domain 3: Competency: 8 | |
| | |Successful completion of knowledge modules via written/ |
|Module Five: Motivation |PPR Standard I: 1.4k, 1.4s, 1.11s, 1.15s, 1.7s, 1.9s, 1.19s, |performance assessments. |
|Teaching effectiveness |1.23s | |
|Student Empowerment | |Plan for learning centers and physical use of space |
|Glasser’s Model for Climate |PPR Standard II & III: 2.4k, 2.4s, 2.5s, 2.5k, 3.13k, 3.14k, |. |
|Use of physical space |3.17s, 3.18s | |
| | |Field-based project designed by the pre-service teacher and |
| |PPR Standards: Technology Applications 1-5 |instructor to integrate elements of this standard. |
| | | |
| | |Design lesson plan for field based experience. |
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|Coursework |PPR Standards & TExES Framework |Benchmark/Assessment |
| |TExES Domain 1: Competencies: 1, 2, 3, 4 | |
|Module Six: Planning Processes |TExES Domain 2: Competency: 6 |Lesson plans that reflect consideration of diverse learning |
| |TExES Domain 3: Competencies: 8, 10, Technology Applications 1-5|styles |
|Defining Objectives and Outcomes | | |
|Effective Teaching Practices |PPR Standard I: 1.1s, 1.2s, 1.7k, 1.8k, 1.9k, 1.12k, 1.14k, |Artifacts from students |
|Teacher Directed Learning and Self-Directed Learning |1.6s, 1.12s, 1.16k, 1.19k, 1.19s, 1.21k, 1.20s, 1.22k, 1.21s | |
| | |Student-generated lessons and research projects |
| |PPR Standard II: 2.22k, 2.23k, 2.21s | |
| | |Utilization of a variety of instructional strategies |
| |PPR Standard III: 3.13s | |
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| |TExES Domain 1: Competencies: 1, 2, 3, 4 | |
| |TExES Domain 3: Competencies: 2, Technology Applications 1-5 | |
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| |PPR Standard I: 1.5k, 1.5s, 1.2s, 1.7k, 1.7s, 1.16k, 1.20k, | |
|Module Seven: Communication |1.23k, 1.24k, 1.20s, 1.23s | |
| | |Lesson Plans that cover Bloom’s Taxonomy, questioning |
|Verbal |PPR Standard III: 3.1k-3.4k, 3.1s-3.6s, 3.10s |techniques, visual instruction, models, and learning across the |
|Non-verbal | |curriculum |
|Questioning Techniques | | |
|Bloom’s Taxonomy | |Examples of student-generated questions and answers |
|Active vs. Passive Learning | | |
|ESL students in the classroom | |Modification made for ESL students |
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|Coursework |PPR Standards & TExES Framework |Benchmark/Assessment |
|Module Eight: |TExES Domain 1: Competencies: 1, 2, 3, 4 |Lesson Plans |
|Higher-Order Thinking | | |
| |TExES Domain 2: Competencies 5,6 |Student Artifacts |
|Deductive Learning & Inductive Learning | | |
|Cooperative & Collaborative Learning |PPR Standard I: 1.20k, 1.26s, 1.28s, |Artifacts from collaborative learning |
|Discussion Strategies for Assessment | | |
|Teacher and Student Roles |PPR Standard II & III: 2.1k-2.3k, 2.1s, 2.2s, 2.3s, 2.7k, |Plans designed for collaborative learning showing group |
| |2.7s, 2.23k, 2.21s, 3.8k, 3.9s, 3.13s, 3.14s, 3.16s, 3.18s, |rules and responsibilities |
| |3.4k, 3.4s, 3.5s, 3.6s, 3.11k, 3.9k, 3.8s, 3.11s | |
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| |TExES Domain 1: Competencies: 1, 2, 3, 4 | |
|Module Nine: | | |
|Educational Resources |TExES Domain 2: Competency: 6 | |
| | |List of resources |
|Planning | | |
|Where to find resources |PPR Standard I: 1.16s, 1.11k, 1.28k, 1.17s, 1.17k, 1.20s, |Accessibility to computer-based instruction |
|Print resources |1.18k, 1.18s |Lesson plans |
|Visual resources | | |
|Videodisk & Interactive Video |PPR Standard II & III: 2.10k, 2.10s, 2.22k, 3.12s |Successful completion of knowledge modules via written/ |
|Computer Software Tools |3.5k-3.11k, 3.7s, 3.9s, |performance assessments. |
|Computer-Assisted Instruction | | |
|Manipulatives and Labs | |Design lesson plan for field based experience. |
|Human Resources | | |
|Evaluation of Resources | |Use effective teaching cycle in lesson plan |
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|Coursework |PPR Standards & TExES Framework |Benchmark/Assessment |
|Module Ten: Assessment |TExES Domain 1: Competencies: 1, 2, 3, 4 |Create rubrics for lesson evaluation |
| | |Observation report focusing on TAKS, TEKS, IEP objectives, etc. |
|Formative Assessments |TExES Domain III: Competencies: 8, 10 |Choose appropriate assessment for lesson |
|Summative Assessments | | |
|Informal Assessment vs. Formal Assessments | |Reports on grades, failures |
|Teacher Made Tests |PPR Standard I, III: 1.13k, 1.13s, 1.24k, 1.25k, 1.24s, 1.26k, | |
|Authentic Assessment |1.25s, 1.27k, 1.26s, 1.27s, 1.28s, 1.29s, 1.29k, 1.30k, 1.31k, |Model tests |
|Self & Peer Assessment |3.19s, 3.20s | |
|Standardized Testing | |Student work |
|Rubrics | |Successful completion of knowledge modules via written/performance|
|Bloom’s Taxonomy & Assessment | |assessments. |
| | | |
| |TExES Domain 1: Competencies: 1, 2, 3, 4 |Lesson plans reflect diverse learning styles of students |
|Module Eleven: Lifelong Learning | | |
| |TExES Domain 2: Competencies: 5, 6 |Log of discipline contacts |
|Classroom Management | | |
|Content related to real life | |Artifacts of student behavior |
|Discipline Procedures |PPR Standard I: 1.22s, 1.23s, 2.6k, |assessment/contracts |
|Modeling Behavior |PPR Standard II: 2.7k, 2.8k, 2.9k, 2.6s, 2.7s, 2.8s, 2.9s, 2.10s, | |
|College & University model of continuing education |2.11s, 2.13k-2.18k, 2.14s-2.17s, 2.19k- 2.23k, 2.18s-2.21s |Artifacts of student involvement with real world viewpoints |
|Positive Reinforcement |PPR Standard III; 3.13s, 3.14s Technology Applications 1-5 | |
|Ethics | |List of resources for teacher continuing education and student |
| |TExES Domain 3: Competency: 8 |opportunities |
| | | |
| | |Satisfactory first month of school experience |
|Coursework |PPR Standards & TExES Framework |Benchmark/Assessment |
|Module Twelve: School Culture |TExES Domain 1: Competencies: 1, 2, 3, 4 | |
| |TExES Domain 2: Competency: 6 |Transcript of professional continuing development hours |
|Team player | | |
|Team responsibilities |PPR Standard I, II, IV: 1.30k, 1.31k, 1.29s, 2.10k, 2.11k, 2.12k, |Evaluations of meetings with mentors, supervisors, and |
|School activities & special assignments |2.12s, 2.13s, 4.3k-4.8k, 4.5s-4.8s, 4.9s, 4.10s, 4.11s, 4.9k-4.12k, |principals |
|Professional growth |4.12s-4.14s, 4.15s | |
|Site-based management | |Using school resources appropriately to assist in meeting |
|Working with a mentor | |children’s needs |
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|Module Thirteen: Parent & Teacher Relationships |TExES Domain 1: Competencies: 1, 2, 3, 4 | |
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|Developing a Relationship |TExES Domain 3 & 4: Competency: 11 |Design assessment tools that promote communication |
|Communication Tools | | |
|Parent & Teacher conferences |PPR Standard I, IV: 1.5k, 1.5s, 1.30k, 1/31k, 1.24s, 1.28s, 1.29s, | |
| |4.1k, 4.2k, 4.1s-4.4s | |
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| | |Logs of parent contacts |
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|Coursework |PPR Standards & TExES Framework |Benchmark/Assessment |
|Module Fourteen: |TExES Domain 1: Competencies: 1, 2, 3, 4 |Log of activities and contacts within the community |
|Community Relations | | |
| |TExES Domain 4: Competencies: 12, 13 |Mentoring Service |
|Community Involvement | | |
|Using Community Resources |PPR Standard I, IV: 1.5k, 1.5s, 1.6s, 1.18k, 1.18s, 4.17s, 4.1k, |Legal resources to consult |
|Legal Issues |4.4s, 4.7k, 4.9s, 4.11s | |
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|Module Fifteen: |TExES Domain 1: Competencies: 1, 2, 3, 4 | |
|Teaching in Texas | |Compliance with all professional guidelines as evidenced by TCP|
| |TExES Domain 4: Competencies: 12, 13 |staff and campus principal. |
|Responsibilities to other professional in the school | | |
|Rules for Special populations |PPR Standard I, IV: 1.15k, 4.13k-4.18k, 4.16s-4.19s, 4.3k, 4.4k, |Professional Portfolio with rubrics |
|TAC Rules and Regulations |4.5k, 4.6k, 4.11s, 4.9k-4.12k | |
|PDAS | |Scheduled Conferences with Mentor, Supervisor, & Principal |
|Legal Issues and Teaching | | |
|Code of Ethics | |PDAS results |
|Professional Organizations | | |
|Texas Resources | |Principal reports |
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Competency 9 covered in Technology Applications Standards
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Austin Community College
Curricular Alignment for Pedagogy and Professional Responsibilities Standards, EC-12 with TExES framework Domain and Competencies.
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