D745: Student Teaching II in Elementary and Special Education

Student Teaching II in Elementary and Special Education is the final dual-licensure milestone — the evaluation that determines whether a combined-track candidate is ready for both elementary and special education professional licensure.

What D745 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 D745 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 D745

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

Writing tips for D745

Follow the task instructions and rubric line by line

WGU performance assessments for D745 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 D745 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

D745 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 D745

Candidates in the combined track sometimes submit a final reflection addressing only general-education growth and leave out special-education-specific progression — the rubric specifically wants evidence of growth across both licensure dimensions.

How GradeEssays helps with D745

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

D745 builds directly on Student Teaching I and is the determining evaluation for licensure eligibility.

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