Gaining Classroom Experience in Remote Settings

Teacher preparation programs across the country often struggle to provide consistent observation opportunities, especially in remote areas like Alaska. With limited access to mentors, instructional models, and in-person feedback, programs needed a scalable way to help candidates grow their skills and confidence. SUNY Brockport faced the challenge of ensuring that even in isolated placements, candidates received meaningful training.

Consistent Access to Supervision Through Remote Coaching

SUNY Brockport implemented Sibme to give candidates equitable access to classroom observation, coaching, and feedback. Students in rural or remote areas recorded lessons, received time-stamped mentor feedback, and engaged in reflective Huddles. Faculty used Sibme’s structured analytics and coaching tools to deliver high-quality feedback aligned with standards—ensuring consistent training outcomes across locations.

Confident Educators, Higher Retention

By integrating Sibme, SUNY Brockport increased teacher confidence and improved training effectiveness. Candidates in remote placements felt more connected to mentors and had more opportunities to reflect on and refine their teaching. As a result, programs saw higher retention, stronger outcomes, and better-prepared teachers ready to lead classrooms anywhere.

Thriving Teachers in Every Environment

Thanks to Sibme, SUNY Brockport ensures all candidates—whether in urban or remote placements—receive consistent, high-quality training and support. With real-world experience blended with structured feedback, future educators build confidence and succeed in even the most challenging teaching environments.