D663 is the introduction to teacher preparation at Western Governors University.
WGU says the course prepares students to excel in the profession and addresses continuous professional development and ethical considerations through the School of Education Professional Dispositions and Ethics. It adds that this is not a transferable course.
It is usually among the first courses a candidate takes, and it asks for self-reflection more than technical content. Students find that reflection is harder than it sounds: the rubric wants specific evidence from your own experience, not general statements about caring for children.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course | D663, The Professional Educator |
| Level | Undergraduate |
| Subject area | Teacher education, professional dispositions and ethics |
| Competency units | 3 CUs in the B.S. Elementary Education program guide |
| Transfer | Not a transferable course, according to WGU |
What D663 Covers
| Competency (summarized) | What it means in practice |
|---|---|
| Analyze professional dispositions and ethics | Explain how dispositions affect engagement with others and decisions |
| Examine program requirements and tools | Show you understand regulations and how to navigate the program |
| Reflect on your own dispositions and ethics | Link them to your education and career |
Key Concepts Explained
Dispositions
Dispositions are habits of professional behavior, such as reliability, respect and openness to feedback. Your course materials define the School of Education's list; use its exact terms and give a concrete example for each one you discuss.
Example: Weak: "I am reliable." Stronger: "While volunteering at a reading club, I arrived early each week and, when I could not attend once, I told the organizer two days ahead and arranged cover. That shows reliability and respect for others' plans."
Ethical Decision-Making
Ethics questions often involve a conflict, such as confidentiality versus concern. Describe the situation, name the value at stake, consider options and explain your choice.
Navigating the Program
Knowing licensure requirements, tools and support routes is itself assessed. Keep a checklist from your program materials.
Writing Honest, Specific Reflection
Reflective writing is assessed on depth and honesty, not on sounding impressive. A simple structure keeps it focused.
- Situation: a brief, real moment from work, study, volunteering or home.
- Disposition or value: name the School of Education term it illustrates.
- Analysis: why it mattered and how it affected others.
- Growth: what you would do differently and how you will develop further.
Example: "When a coworker kept missing deadlines, I first assumed carelessness. After asking, I learned she was caring for a relative. I adjusted how we shared tasks. This taught me to ask before judging, which links to the disposition of respect and will matter when families share difficult circumstances."
Notice that the example has a specific event, a named lesson and a forward link to teaching. Avoid inventing stories; evaluators can tell, and the program relies on your honesty. If you have limited experience, use smaller real moments rather than large imagined ones.
Typical Work and How to Approach It
| Type of work | What it tests | How to approach it |
|---|---|---|
| Reflection on dispositions | Self-awareness with evidence | Use one real example per disposition |
| Ethics scenario | Reasoned decision-making | Weigh options before concluding |
| Program navigation | Understanding requirements | Reference the actual steps and resources |
| Growth plan | Professional development | Set specific, realistic goals |
Where Students Get Stuck
- Generic statements. Replace "I care about students" with a real moment.
- Listing without analysis. Explain what each example shows and what you will do next.
- Too little experience to draw on. Use work, volunteering, family or study experience honestly.
- Missing the program details. Read the requirements material before writing.
Study Tips for D663
- Jot three real examples from your life before you start drafting.
- Use first person and a professional, honest tone.
- Keep ethics answers balanced; show you considered more than one view.
- Do not invent experiences. Evaluators value honesty, and so does the program.
Final Checklist Before You Submit
- Each disposition you discuss is named as your course materials name it.
- Every claim is backed by a real example.
- Ethics answers weigh at least two options.
- Program requirements are described accurately.
- Your growth plan has specific, realistic goals.
- The tone is honest, professional and in the first person.
Read the piece aloud. If a sentence could have been written by anyone, add the detail that makes it yours.
How We Help with D663
Send the prompt, rubric and your draft or notes. A writer can help you structure reflective writing, edit for clarity and tone, and explain how to turn general claims into evidence. See also our reflective essay guide. We never invent experiences or credentials on your behalf.
GradeEssays is independent and not affiliated with WGU. This is a study and reference aid; the final reflection must be your own, under WGU's academic integrity policy. We do not log in to course portals. Free revisions; full refund if late.
Sharpen Your D663 Reflection
Share your draft and the prompt. We help you edit for clarity, structure and specific examples from your own experience.
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Frequently Asked Questions
The Professional Educator, WGU's introduction to the teaching profession, focusing on dispositions, ethics and program navigation.
WGU says it is not a transferable course, so you should plan to take it.
The B.S. Elementary Education program guide lists 3 CUs.
Professional behaviors and attitudes defined by the School of Education. Use the list in your course materials.
It is reflective, so expect to explain your thinking in your own words.
No. A reflection must reflect your own experience. We can help you plan and edit it.