D719: Student Teaching I in Special Education

Student Teaching I in Special Education is the mandatory capstone placement for initial special education licensure — a full supervised classroom experience building directly on Advanced Clinical.

What D719 covers

Student Teaching I is the first part of a two-part series and is a mandatory course for all candidates seeking initial licensure. It provides a supervised classroom experience in a real-world setting, allowing candidates to demonstrate and reflect upon professional ethics and dispositions, collaborate with experienced teachers, and implement instructional strategies rooted in students' learning and developmental patterns.

Building on the responsibilities and skills developed in Advanced Clinical, candidates receive ongoing feedback through observations and evaluations, encouraging reflection on professional practice, analysis and adjustment of teaching methods, and exploration of culturally relevant materials. The course features required synchronous learning sessions covering communication and collaboration, accepting feedback, creating positive learning environments, and technology and online learning, in addition to the classroom placement.

The D719 evaluation

Expect ongoing observation-based evaluations plus a reflection requiring you to demonstrate professional ethics, collaborate with your mentor teacher, and show culturally relevant, developmentally grounded instructional strategies, alongside evidence of the required synchronous learning sessions.

Key topics in D719

• Supervised classroom placement
• Professional ethics and dispositions
• Developmentally-grounded instructional strategies
• Required synchronous learning sessions

Writing tips for D719

Follow the task instructions and rubric line by line

WGU performance assessments for D719 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 D719 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

D719 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 D719

Candidates sometimes submit reflections that address only general classroom management without the exceptionality-specific instructional reasoning (IEP goals, accommodations, individualized strategies) the special education evaluation rubric requires.

How GradeEssays helps with D719

Share your placement details and rubric, and your writer will help build a reflection that ties instructional choices explicitly to your students' developmental needs and includes the required synchronous-session component.

Prerequisites and program context

D719 builds on the responsibilities and skills developed in Advanced Clinical and is mandatory for initial licensure.

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