2017 General Teacher Prep Programs Policy
The state should ensure that substitute teachers are appropriately placed and assessed in the classroom. This goal was new in 2017 and was not graded.
Substitute License(s): Vermont does not offer substitute licenses, but it does maintain minimal requirements regarding the length of assignment of substitute teachers. Additional substitute requirements are determined at the district level.
Length of Assignment: Vermont specifies that a substitute can teach for no more that 30 consecutive days in the same assignment. If a substitute is required in the assignment for more than 30 days then the superintendent must apply for an emergency or a provisional license. If licensed teachers are acting as substitutes outside of their certification area, they can teach for up to 60 days in the same assignment. After that, the superintendent must apply for an emergency or provisional license.
Evaluation of Long-Term Substitutes: Vermont has no requirements for the evaluation of any of its substitute teachers. State policy is unclear whether a substitute with a current teaching license is subject to evaluation under the state's evaluation requirements.
Rules Governing the Licensing of Educators and the Preparation of Education Professionals Rule 5380
Require substitute teachers to have a substitute license.
Vermont 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.
Limit the number of consecutive days a short-term substitute can teach in the same classroom.
Vermont 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. Vermont's policy of allowing substitute teachers to teach 30 consecutive days in the same classroom may be detrimental to instructional quality and daily productivity.
Require long-term substitute teachers to be evaluated.
Vermont 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. Vermont 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.
Vermont recognized the factual accuracy of this analysis.
Research finds that teacher absences negatively affect student achievement and growth. While some of this is attributable to the disruption of regular classroom practices and instruction, 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. However, absences covered by substitutes licensed by the state are not as detrimental to student achievement as those covered by non-licensed substitutes. 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. Parents, teachers, principals, and students have concerns about substitute teachers' quality and qualifications. 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.