Candidates are provided a standard path or course of study at the time of entry. Courses are broken out by six-month terms. Baccalaureate programs consist of eight terms. Candidates do not have electives and pursue the courses in the sequence of the standard path. Years 1 and 2 include courses in content and application for initial preparation. Year 3 consists of more courses in the professional core with preclinical experiences across the total program. Year 4 encompasses supervised student teaching. Each candidate is provided with a program mentor who guides the candidates in taking courses and following requirements for licensure. 

Candidates have multiple opportunities for working with different school cultures throughout the preparation experience. Embedded virtual field experiences occur in three courses: Psychology for Educators; Fundamentals of Diversity, Inclusion, and Exceptional Learners; and Classroom Management, Motivation, and Engagement. Preclinical experience, which includes at least two placements, occurs prior to student teaching for 75 hours. Co-teaching is emphasized in the preclinical experience.

All candidates address ELL, cultural differences, and exceptional populations in these courses: Fundamentals of Diversity, Inclusion, and Exceptional Learner; Cultural Studies and Diversity; and in all methods courses for instructional planning and presentation. The Code of Professional Ethics and Dispositions explains the responsibilities for caring for all individuals: https://cm.wgu.edu/t5/Field-Experiences-Handbook/Teachers-College-Code-of-Ethics-Professional-Behaviors-and/ta-p/109.

Throughout student teaching, each candidate will have a clinical supervisor (an experienced educator) and will work with a Host Teacher (cooperating teacher) with appropriate experience in the licensure area. Six observations, a midterm, and a final evaluation provide evidence of the candidate's capacity to teach successfully.

Involvement of host teachers, principals and clinical supervisors includes more than supervision. WGU surveys each to solicit information for program improvement and excellence. WGU has established multiple types of partnerships with school districts at different levels. Tier 1 partnerships involve contractual agreements with schools and districts, and surveys are conducted on the quality of the candidate. In Tier 2 and 3 partnerships, public school personnel are asked to review specific types of documentation and make recommendation for improvements. A unique factor is that WGU addresses all 50 states. WGU’s Education Council and P-12 Advisory Council each meet twice a year.