D722 Student Teaching II in Secondary Education is the final part of the two-part series and a mandatory course for initial licensure at Western Governors University. WGU says successful completion determines eligibility for licensure as a professional educator.
You are expected to implement instruction, assessment and professional behavior with growing independence. The evaluation looks at relevance and cultural engagement, effectiveness for each student, the ability to analyze and adjust, and willingness to try new methods.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Code | D722 (check your degree plan) |
| Follows | Student Teaching I in Secondary Education |
| Required | Placement, final evaluation, synchronous sessions |
| Session themes | Professional growth, ethical decisions, self-care |
What D722 Covers
| Competency (summarized) | Secondary meaning |
|---|---|
| Ongoing commitment to improvement through reflection and collaboration | Working with department colleagues |
| Implements instruction and assessment from content and pedagogy | Full unit-level planning and teaching |
| Implements knowledge of learning and developmental patterns | Adolescent-appropriate challenge and support |
| Implements professional dispositions | Reliable, ethical conduct |
WGU's guide for the secondary program lists these four competencies for Student Teaching II. Other WGU programs list a fifth about creating a development plan, so check your own course page for the full list.
Ideas That Carry the Course
Planning Across Several Lessons
By this stage you plan sequences, not single lessons. Show how today's lesson builds on yesterday's and prepares tomorrow's, and how assessment data shapes the next step.
Example: A three-lesson sequence on persuasive writing moves from analyzing a model, to planning with a graphic organizer, to drafting with peer feedback. A short check after lesson one shows which students need the organizer modeled again, and you adjust lesson two accordingly.
Differentiating Without Lowering Expectations
Offer scaffolds such as sentence frames, glossaries or choice of texts while keeping the same learning goal.
Showing Professionalism
Dispositions include punctuality, preparation, respect for confidentiality and openness to feedback. They are visible every day, not only on observation days.
Typical Work and Approaches
| Work type | What it tests | Approach |
|---|---|---|
| Sequenced teaching | Instruction and assessment | Plan backwards from the goal |
| Final evaluation | Readiness | Discuss criteria with your mentor |
| Sessions | Growth and ethics | Record takeaways |
| Reflection | Analysis | Use data and feedback |
Showing Your Planning at Unit Level
Evaluators see single lessons, but strong teachers think in units. If you can explain where a lesson fits, what came before and what follows, you demonstrate content and pedagogy knowledge far better than a polished one-off.
Write a short unit overview: the big question, the sequence of lessons, the major assessments and the points where you will check progress. Share it with your mentor early so that your placement timetable and your plan agree.
| Unit element | Example (illustrative) | Why it matters |
|---|---|---|
| Big question | How do authors build an argument? | Gives lessons a purpose |
| Lesson sequence | Model, practice, draft, revise | Shows progression |
| Assessment points | Exit ticket, draft check, final piece | Evidence for adjustment |
| Adjustment notes | Re-teach thesis after lesson two | Shows responsiveness |
Cultural Engagement in the Evaluation
Relevance and cultural engagement of activities is one of the evaluation lenses WGU names. In a secondary classroom this can be as simple as choosing texts by authors from different backgrounds, using data about the local community in a statistics lesson, or letting students connect a historical event to current issues.
Write briefly about why you chose a resource and how learners responded, including anything that did not work. Honest notes show a willingness to explore new materials, which the evaluation also values.
Tracking the Competencies
Because the evaluation looks across your whole practice, keep a simple tracker with one row per competency and columns for evidence, date and next step. Review it with your mentor around the midpoint. If a row is empty, plan a lesson or activity that will fill it.
| Competency | Evidence idea | Next step |
|---|---|---|
| Improvement through reflection and collaboration | Co-planning notes, feedback log | Ask for a department observation |
| Instruction and assessment | Unit overview, exit ticket results | Adjust the next lesson |
| Learning and developmental patterns | Anonymized differentiated tasks | Describe the thinking behind them |
| Professional dispositions | Examples of preparation and communication | Note one ethical decision |
Where Students Get Stuck
- Planning only day to day. Show the bigger arc.
- Weak data. Use short checks to generate evidence.
- Overload. Plan rest as seriously as lessons.
- Ignoring Student Teaching I feedback. Show progress on it.
Study Tips for D722
- Create a one-page tracker for the competencies.
- Ask for a short mid-point review with your mentor.
- Collect anonymized work samples across ability levels.
- Rehearse explaining your planning decisions aloud.
How We Help with D722
Send your prompts, rubric and drafts. We provide model examples and editing feedback. Our education assignment help guide covers wider support.
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Frequently Asked Questions
WGU says successful completion is a crucial step because it determines eligibility for licensure as a professional educator.
Professional growth opportunities, ethical decision making and self-care.
Relevance and cultural engagement of activities, effectiveness for each student, ability to analyze and adjust, and willingness to explore new materials.
The title is the same. Use your degree plan's code.
Some WGU programs list one; check your course page.
No. We provide study support only.