Licensure for Substitute Teachers: South
Dakota
Hiring Policy
Analysis of South Dakota's policies
Substitute License(s): South Dakota has no state policy regarding license or other requirements for substitute teachers.
Length of Assignment: South Dakota has no policy regarding the maximum number of days a substitute can teach in the same classroom assignment.
Evaluation of Long-Term Substitutes: South Dakota has no requirements for the evaluation of any of its substitute teachers.
Recommendations for South Dakota
Require substitute teachers to have a substitute license or meet uniform minimal requirements.
South Dakota should require all substitute teachers to obtain a substitute teaching
license. Licenses issued by the state allow for uniform minimum requirements so
that all districts have access to a similarly qualified substitute teaching
pool. In absence of requiring state substitute licenses, South Dakota should
establish uniform baseline requirements to help ensure that all substitutes are
at least minimally qualified to teach students.
Distinguish requirements for short-term and long-term substitutes.
South Dakota should distinguish between requirements for short-term and
long-term substitutes so that it can ensure that its requirements are
appropriate for the needs of these teachers. The state's long-term
substitute requirements should be rigorous (e.g., that all long-term
substitutes have current or expired licenses)
to help ensure that teachers who are spending extended periods of time
with students are prepared to do so.
Limit the number of consecutive days a short-term substitute can teach in the same classroom.
South Dakota should limit the number of consecutive days a
short-term substitute can teach in the same classroom without completing
additional requirements or obtaining a long-term substitute license.
The maximum number of days should be no more than 10 percent of the
length of the school year. South Dakota 's lack of policy regarding the number of consecutive days a substitute may teach in the
same classroom may be detrimental to instructional quality and daily productivity.
Require long-term substitute teachers to be evaluated.
South Dakota should maintain standards for substitute
teacher quality and accountability for all substitutes, but especially
for long-term substitutes who are expected to stand in for licensed
teachers for extended periods of time. South Dakota can help ensure that substitute teachers are held to high standards and have access to the supports necessary to improve their practice by requiring evaluations— which it may find appropriate to modify from its standard, state-required
teacher evaluations— of long-term substitutes.
State response to our analysis
South Dakota declined to respond to NCTQ's analyses.
Updated: December 2017
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South Dakota
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General Teacher Preparation
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- Student Teaching/Clinical Practice
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Alternate Routes
Hiring
- Requirements for Out-of-State Teachers
- Provisional and Emergency Licensure
- Licensure for Substitute Teachers
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Teacher and Principal Evaluation
Teacher Compensation
Retaining Effective Teachers
Early Childhood Preparation
How we graded
Research rationale
Research finds that teacher absences negatively affect student achievement and growth.[1] While some of this is attributable to the disruption of regular classroom practices and instruction,[2] it may also be attributable to substitute teacher quality. The gap in instructional quality and daily productivity when a regular teacher is replaced by a substitute teacher is significant.[3] However, absences covered by substitutes licensed by the state are not as detrimental to student achievement as those covered by non-licensed substitutes.[4] Some research hypothesizes that the low-skill level and mobility of substitute teachers may contribute to the reduction in instructional focus and quality and that even when substitute teachers are good instructors, they may be unable to effectively implement a teacher of record's long-term instructional strategies.[5] Parents, teachers, principals, and students have concerns about substitute teachers' quality and qualifications.[6] States should maintain rigorous standards for substitute teacher quality and accountability for all substitutes, but especially for long-term substitutes who are expected to stand in for teachers for long stretches of time.
[1]Miller, R. T., Murnane, R. J., & Willett, J. B. (2008). Do teacher absences impact student achievement? Longitudinal evidence from one urban school district. Educational Evaluation and Policy Analysis, 30(2), 181-200.; Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2009). Are teacher absences worth worrying about in the United States? Education Finance and Policy, 4(2), 115-149.; Joseph, N., Waymack, N., & Zielaski, D. (2014). Roll call: The importance of teacher attendance. National Council on Teacher Quality. Retrieved from https://www.nctq.org/dmsView/RollCall_TeacherAttendance; Zubrzycki, J. (2012). Educators take another look at substitutes. Education Week, 31(36), 1-16.
[2] Rundall, R. A. (1986). Continuity in subbing: Problems and solutions. Clearing House, 59(5), 240.; Turbeville, I. F. (1987). The relationship of selected teacher characteristics on teacher absenteeism in selected school districts of South Carolina (Unpublished Dissertation). University of South Carolina.
[3] Miller, R. T., Murnane, R. J., & Willett, J. B. (2008). Do teacher absences impact student achievement? Longitudinal evidence from one urban school district. Educational Evaluation and Policy Analysis, 30(2), 181-200.; Varlas, L. (2001). Succeeding with substitute teachers. Education Update, 43(7).; Gagne, R. M. (1977). The conditions of learning (3d ed.). New York, NY: Holt Rinehart and Winston.; Capitan, J. H., & et al. (1980). Teacher absenteeism. A study of the Ohio Association of School Personnel Administrators. Seven Hills, OH: American Association of School Personnel Administrators; Herrmann, M. A., & Rockoff, J. E. (2012). Worker absence and productivity: Evidence from teaching. Journal of Labor Economics, 30(4), 749-782.
[4] Note that this study did not define what "licensed" meant in the context of substitutes; see: Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2009). Are teacher absences worth worrying about in the United States? (Working Paper 24). National Center for Analysis of Longitudinal Data in Education Research.
[5] Miller, R. T., Murnane, R. J., & Willett, J. B. (2008). Do teacher absences impact student achievement? Longitudinal evidence from one urban school district. Educational Evaluation and Policy Analysis, 30(2), 181-200.
[6] Abdal-Haqq, I. (1997). Not just a warm body: Changing images of the substitute teacher. ERIC Digest.; Ostapczuk, E. D. (1994). What makes effective secondary education substitute teachers?: Literature review. ERIC Digest.; Weems, L. (2003). Representations of substitute teachers and the paradoxes of professionalism. Journal of Teacher Education, 54(3), 254-265.; Seldner, J. K. (1983). Substitute teaching: Is there a better way? Teacher Education Quarterly, 61-70.