Field Observations When You Can't Be in the Field: SUNY Brockport (NY)

The Challenge

Improving instruction across a diverse student population required more than occasional observations or one-off training sessions. Principal Dion Rivera understood that ongoing reflection and collaboration were key to sustained growth, but finding a structured, scalable way to embed these practices into daily routines proved difficult.Gaining classroom experience is challenging for many teacher prep programs, especially in remote areas like Alaska. With small, scattered communities, access to mentors and effective models is limited. The Alaska Student Teaching Program places candidates in remote schools, where they navigate multi-grade classrooms, cultural differences, and limited in-person support. While valuable, these placements highlight the need for more resources to enhance training and feedback.

SUNY Brockport’s teacher preparation program leverages Sibme to provide remote field experience, enabling students to complete observation hours from anywhere, including rural and hard-to-reach areas. This ensures all candidates have equitable access to high-quality teacher training. In Alaska and other remote locations, candidates record lessons, receive time- stamped mentor feedback, and engage in reflective Huddles, allowing for continuous growth even without in-person observation. Sibme’s analytics and structured feedback system help faculty deliver consistent, high- quality coaching aligned with educational standards. By integrating Sibme, SUNY Brockport ensures teacher candidates receive the guidance and support needed to develop essential teaching skills, regardless of location.