D745 Student Teaching II in Elementary and Special Education is the final part of the series for dual licensure candidates at Western Governors University.
WGU says successful completion is a crucial step in the licensure process because it determines eligibility for licensure as a professional educator.
Candidates implement instruction, work with colleagues and attend synchronous sessions on professional growth, ethical decision making and self-care. In the dual route you must show you can serve both general and special education learners with growing independence.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Code | D745 (check your degree plan) |
| Series | Final of two |
| Competencies | Five |
| Evaluation | Final evaluation plus observations |
| Sessions | Growth, ethics, self-care |
What D745 Covers
| Competency (summarized) | Dual-route meaning |
|---|---|
| Ongoing commitment to improvement through reflection and collaboration | Co-planning with general and special educators |
| Implements instruction and assessment | Leading lessons that reach all learners |
| Implements knowledge of learning and developmental patterns | Responding to typical and individual development |
| Implements professional dispositions | Ethical, consistent behavior |
| Reflects to create a professional development plan | Next steps across both fields |
Ideas That Carry the Course
Inclusive Instruction as the Default
At this stage inclusive design should feel natural. Your lesson plans should show anticipated needs and built-in options rather than last-minute fixes.
Example (illustrative): A science lesson on plant needs offers real plants, picture cards and a simple recording sheet with word bank. Learners choose to draw, write or dictate. You check understanding with a three-question exit card and note which supports were used most, then adjust the next day.
Development Plan for Two Fields
Choose goals that serve both parts of your license, such as strengthening literacy instruction and improving data collection for individual goals.
Ethical Decision Making
Dual-route teachers often handle sensitive information. Practice describing a case without identifying anyone.
Typical Work and Approaches
| Work type | What it tests | Approach |
|---|---|---|
| Independent teaching | Implementation | Lead full blocks |
| Final evaluation | Licensure readiness | Discuss criteria in advance |
| Sessions | Professional growth | Link to plan |
| Development plan | Reflection into action | Few specific goals |
Preparing for the Final Evaluation
| Check | Question |
|---|---|
| Instruction | Is the objective clear and the check aligned? |
| Each learner | Can I name the options I built in? |
| Cultural engagement | Is at least one activity relevant to the learners' lives? |
| Adjusting | Do I have a recent example of changing a plan? |
Using the Final Sessions
The sessions cover professional growth opportunities, ethical decision making and self-care. They are the best place to prepare your development plan. Take notes on ideas that apply to a dual license, such as continuing education in special education law or communities of general educators, and record how you will act on them.
| Theme | Dual-route question | Plan entry |
|---|---|---|
| Professional growth | Which field do I want to deepen first? | One course, mentor or community |
| Ethical decisions | How do I balance privacy with collaboration? | A rule of thumb you will follow |
| Self-care | How will I manage two sets of responsibilities? | A routine for planning and paperwork |
A Working Timeline
WGU does not give a week-by-week schedule, so agree one with your mentor. Early on, confirm which lessons you will lead and the dates of your sessions and final evaluation. Midway, review your tracker of the five competencies and fill gaps. In the last stretch, finish your reflection and plan, keeping a few days spare for revision.
The Final Evaluation Lenses
The evaluation considers the relevance and cultural engagement of activities, effectiveness in teaching each student, the ability to analyze and adjust methods and willingness to explore new materials and methods. For each lens, prepare one clear example from your placement. Having these ready makes conversations with evaluators calmer and more focused.
Writing the Development Plan
Choose two or three priorities from your actual feedback, and write one specific action for each. Add how you will know it is working and when you will review it.
A goal such as "use a daily five-minute data check on one individual goal and review it weekly" is stronger than "improve data collection". Keep the plan professional, realistic and forward-looking.
Where Students Get Stuck
- Fatigue near the end.
- Plan goals too broad.
- Weak evidence of collaboration.
- Ignoring Student Teaching I feedback.
Study Tips for D745
- Track the five competencies weekly.
- Rehearse explaining your plan aloud.
- Rest before the final evaluation.
- Anonymize all learner references.
How We Help with D745
Send your prompt, rubric and drafts. We provide model examples and editing feedback. See the reflective essay help guide.
GradeEssays is independent of Western Governors University and cannot teach in your placement, sit your evaluation or access your account. Our work is study support within WGU's academic integrity rules, with free revisions and a full refund if late.
Finish with a Strong Final Evaluation
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Frequently Asked Questions
WGU says it determines eligibility for licensure as a professional educator.
Professional growth opportunities, ethical decision making and self-care.
One competency requires it.
Student Teaching I in Elementary and Special Education.
Five.
No.