Western Governors University

D709: Advanced Clinical in Secondary Education

A guide to WGU's advanced clinical for secondary candidates: teaching in your subject area, a pedagogical performance assessment and preparing for student teaching.

Updated October 2026 · 5 min read

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

ItemDetails
UniversityWestern Governors University (WGU)
Course codeD709
LevelTeacher preparation; depends on your program
AssessmentPedagogical performance assessment, per WGU's description
PositionImmediately before Student Teaching I
Subject settingSecondary classroom in your teaching field

What D709 Covers

Competency (WGU wording, summarized)What it means in practice
Applies knowledge of students' learning and developmental patternsAdapting subject lessons to adolescents' needs
Demonstrates content in the planning, learning and assessment cycle in a performance assessmentPlan, teach and assess a subject lesson
Reflects on growth in dispositions and ethicsProfessional development since early clinical
Reflects on the Advanced Clinical experienceEvidence 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

EvidenceWhat it showsHow to approach it
Lesson planPlanningContent objective, skill, tasks, supports
Delivery evidenceTeachingFollow task rules on recording and consent
Learning analysisAssessmentSort anonymized work by pattern
ReflectionGrowthEvidence, interpretation, next step

A Competency-by-Competency Study Approach

  1. Learners. Write a class profile with levels of readiness.
  2. Cycle. Align objective, task and check in one table.
  3. Dispositions. Gather mentor feedback during the placement.
  4. Reflection. End with goals for Student Teaching.

Where Students Get Stuck

Building Your Evidence Set

EvidenceTip
Class profileReadiness levels and needs, anonymized
Lesson planContent objective, skill, task, supports, check
Assessment resultsA sample sorted by pattern
Mentor feedbackComment and your response
Reflection notesDated 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

Study Tips for D709

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.

Prepare Your D709 Assessment

Share your draft and rubric. We help you connect subject content, planning and evidence.

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Frequently Asked Questions

What is D709?

WGU's Advanced Clinical in Secondary Education, a hands-on placement with a pedagogical performance assessment.

When is it taken?

Immediately before Student Teaching I, per WGU.

How is it different from D707?

D707 is early clinical, focused on observation and first practice. D709 asks you to plan, teach and assess.

Do credits vary?

Yes, by program. Check your degree plan.

Can I include student work?

Only as your task allows, with identifying details removed.

Can you write my assessment for me?

No. We tutor and edit your own work. You write and submit your own assessment.