D718: Student Teaching II in Elementary Education

Student Teaching II in Elementary Education is the final licensure milestone — the evaluation that determines whether an elementary teacher-candidate is ready for professional licensure.

What D718 covers

Student Teaching II is the final part of a two-part series and is a mandatory course for all candidates seeking initial licensure. It offers a supervised classroom experience in a real-world setting, allowing candidates to demonstrate professional ethics and dispositions, collaborate with experienced teachers, and implement instructional strategies.

Building on the responsibilities and skills developed in Student Teaching I, candidates receive ongoing feedback through observations and a final evaluation assessing activity relevance and cultural engagement, teaching effectiveness, the ability to analyze and adjust methods, and willingness to explore new materials. Successful completion is a crucial step in the licensure process, determining eligibility for licensure as a professional educator. Required synchronous learning sessions cover professional growth opportunities, ethical decision making, and self-care, in addition to the classroom placement.

The D718 evaluation

Expect a final evaluation requiring you to demonstrate teaching effectiveness, cultural engagement, and the ability to analyze and adjust your methods since Student Teaching I — the determining assessment for licensure eligibility.

Key topics in D718

• Final licensure evaluation
• Teaching effectiveness and cultural engagement
• Adjusting methods based on feedback
• Professional growth and self-care

Writing tips for D718

Follow the task instructions and rubric line by line

WGU performance assessments for D718 are graded against a fixed rubric — every rubric line has to be visibly addressed, usually with a labeled heading that mirrors the rubric language. Skipping a rubric point because it seems minor is the single most common reason a competent submission comes back "Not Yet Competent" for revision.

Write genuine reflection, not a description of what happened

Student Teaching evaluations like D718 are graded on reflective depth, not just accurate reporting of classroom events. Evaluators want to see you analyze WHY a strategy worked or didn't, how you adjusted your teaching, and evidence of culturally relevant, developmentally appropriate practice — not a log of lessons taught.

Don't miss the required synchronous sessions

D718 pairs the classroom placement with required synchronous learning sessions on top of your field hours. Missing or under-documenting these sessions is an easy, avoidable way to fall short of a rubric that explicitly expects evidence of that professional-development component alongside your classroom evaluations.

Why students seek help with D718

Candidates sometimes submit a final reflection that repeats Student Teaching I content instead of showing genuine growth and adjustment since then — the rubric specifically wants evidence of that progression, not a restated first-semester reflection.

How GradeEssays helps with D718

Share your placement details and rubric, and your writer will help build a final evaluation reflection that genuinely demonstrates growth and adjustment since Student Teaching I, not a restated first reflection.

Prerequisites and program context

D718 builds directly on Student Teaching I and is the determining evaluation for licensure eligibility.

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