Calibrating Supervisor Feedback
Point Loma University (CA)
At Point Loma University, providing consistent, high-quality feedback to teacher-candidates was a major challenge. To meet California’s rigorous Teacher Performance Expectations, supervisors adopted the innovative Sibme platform, using video observations and time-stamped feedback to transform the evaluation process.
The Challenge
Supervisors at Point Loma University faced challenges in providing consistent and comprehensive feedback to teacher-candidates. With California’s 60 Teacher Performance Expectations (TPEs), delivering effective evaluations was daunting. “I found that, when I was real-time in a classroom, I was missing so much,” shared Dr. Jill Hamilton-Bunch, Associate Dean of Teacher Education. “The complexity of classroom observations made it difficult to catch everything and provide consistent feedback between supervisors.”
The Solution
Sibme was initially introduced to help candidates reflect on their instruction, but it quickly became a tool for improving feedback consistency. By capturing video observations, supervisors could collect and analyze both qualitative and quantitative data. This allowed for more accurate evaluations, better alignment with TPEs, and stronger connections between feedback and teacher performance assessments (TPAs). The platform also enabled time-stamped feedback and custom marker tags for questions, bright spots, and discussion points, transforming the supervision process into a formative evaluation system.
The Results
The implementation of the Sibme platform led to notable improvements in the consistency and quality of feedback provided by supervisors. The structured approach allowed supervisors to capture all essential moments during classroom observations, ensuring that every evaluation was closely aligned with California’s TPEs. As a result, teacher-candidates received detailed and actionable insights that supported their professional growth and enhanced their classroom performance. The new system not only elevated the accuracy of evaluations but also fostered a culture of continuous improvement within the department. Ultimately, the innovative use of video-based observations and time-stamped feedback contributed to a more reflective, data-informed supervision process that significantly improved teacher preparation and performance at Point Loma University.
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