D709 is the advanced clinical course for secondary education candidates at WGU. WGU's guidebooks describe Advanced Clinical as hands-on classroom experience under experienced mentors that includes a pedagogical performance assessment, and say it is taken immediately before Student Teaching I.
The secondary version asks you to show subject-specific teaching. A strong submission explains how the lesson develops understanding in your discipline, shows how you adapted to students and gives evidence of what pupils learned.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D709 |
| Level | Teacher preparation; depends on your program |
| Assessment | Pedagogical performance assessment, per WGU's description |
| Position | Immediately before Student Teaching I |
| Subject setting | Secondary classroom in your teaching field |
What D709 Covers
| Competency (WGU wording, summarized) | What it means in practice |
|---|---|
| Applies knowledge of students' learning and developmental patterns | Adapting subject lessons to adolescents' needs |
| Demonstrates content in the planning, learning and assessment cycle in a performance assessment | Plan, teach and assess a subject lesson |
| Reflects on growth in dispositions and ethics | Professional development since early clinical |
| Reflects on the Advanced Clinical experience | Evidence of learning and next goals |
Key Concepts Explained
Subject-Specific Objectives
Objectives should name both a content idea and a thinking skill. "Pupils explain how a source's purpose affects its reliability" says more than "pupils learn about sources".
Example, science: Objective: pupils use evidence from a data table to support a claim about reaction rate. Check: a written claim and one piece of evidence on an exit ticket. Analysis: how many claims cite the data and how many only restate the question.
Differentiation in Secondary
Offer scaffolds such as sentence starters or worked examples, and extensions such as a harder source or an open question.
Using Results
The cycle ends with action. Describe what you would reteach, to whom and how.
Typical Assignments and How to Approach Them
| Evidence | What it shows | How to approach it |
|---|---|---|
| Lesson plan | Planning | Content objective, skill, tasks, supports |
| Delivery evidence | Teaching | Follow task rules on recording and consent |
| Learning analysis | Assessment | Sort anonymized work by pattern |
| Reflection | Growth | Evidence, interpretation, next step |
A Competency-by-Competency Study Approach
- Learners. Write a class profile with levels of readiness.
- Cycle. Align objective, task and check in one table.
- Dispositions. Gather mentor feedback during the placement.
- Reflection. End with goals for Student Teaching.
Where Students Get Stuck
- Objectives too broad. Narrow to one lesson.
- Assessment mismatched to objective. Test the thing you taught.
- No analysis of patterns. Show what the class understood and missed.
Building Your Evidence Set
| Evidence | Tip |
|---|---|
| Class profile | Readiness levels and needs, anonymized |
| Lesson plan | Content objective, skill, task, supports, check |
| Assessment results | A sample sorted by pattern |
| Mentor feedback | Comment and your response |
| Reflection notes | Dated entries |
Gather them throughout the placement to avoid reconstruction at the end.
Aligning Objective, Task and Check
Test your plan by covering parts of it. If a reader cannot guess the objective from the check, they are not aligned. For a history objective on judging a source's reliability, a multiple-choice recall question about dates does not match; a short written judgment using the source's author and purpose does.
A Short Cycle Example
Imagine an English lesson with the objective "pupils support a claim with a quotation and explain how it supports the claim". You model a paragraph, pupils write their own and you collect a sample.
You notice many quotations are not explained. Your next step is a mini-lesson using a sentence starter such as "This shows that..." and a second paragraph written the next day. That one cycle shows planning, learning and assessment linked.
Write your own cycle with similar detail, using anonymized results and your own subject.
Professional Growth Evidence
For the growth competency, compare early clinical with now. Choose one disposition, such as responding to feedback, describe how you acted at the start and what you did later, and cite a mentor comment if you have one. Concrete before-and-after evidence is far stronger than a general statement about improvement.
A Final Check Before You Submit
- Do the objective, task and check match when you cover each part in turn?
- Is all student work anonymized and used as your task allows?
- Have you described what you would reteach, to whom and how?
- Does the growth reflection give a before-and-after example?
- Have you finished well before any deadline set by your placement or course?
Study Tips for D709
- Draft your assessment before the lesson tasks.
- Keep the sample small but representative.
- Ask the mentor to review the plan early.
How We Help with D709
Send the task, rubric and your draft with identifying details removed. A tutor can explain the cycle, review your plan and analysis for rubric alignment, or write a custom plan in your subject for an invented class. See our education assignment help guide for wider support.
GradeEssays is independent of Western Governors University. We cannot teach your lessons or write your assessment for submission as yours. Use our help as study support under WGU's integrity policy. Orders are written from scratch, with free revisions within the scope of your original request and a full refund if late. No pass is promised.
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Frequently Asked Questions
WGU's Advanced Clinical in Secondary Education, a hands-on placement with a pedagogical performance assessment.
Immediately before Student Teaching I, per WGU.
D707 is early clinical, focused on observation and first practice. D709 asks you to plan, teach and assess.
Yes, by program. Check your degree plan.
Only as your task allows, with identifying details removed.
No. We tutor and edit your own work. You write and submit your own assessment.