Committed to Helping People Achieve Their Educational and Career Goals
Our History
In late 2020, during the COVID-19 pandemic, our CEO and Co-founder, Dr. Kevin Berkopes, began contacting school leaders in response to the increasing number of math teacher vacancies across Indiana. The question was simple: "Do you need help filling your positions?" What started as a simple question evolved into a journey of solving challenging problems as the layers of the onion were peeled back. To adequately support schools, we would eventually need to develop on-the-job training with pathways to credentials.
Fast forward to 2025, we have added over 24 licensed math teachers in Indiana and have begun delivering our solution in additional states. While mathematics will always be the backbone of our expertise, we have learned that mathematics is less than 8% of a districts workforce challenges. To be considered a strategic solution for districts, we must support educator pathways across all K-12 subject areas. Today, we aim to be a strategic solution for districts that want to cultivate their own teaching workforce while not losing sight of our core expertise.
Apprenticeship is more than an individual pathway
Rarely do you find consensus in education research, but one area of agreement is that teachers are the most influential factor in the classroom. Contrary to conventional thinking, teaching apprenticeship in today's context is not solely about getting teachers into the classroom sooner. The reality is that the teaching pipeline has undergone significant shifts since 2010, with a notable decline in the number of 18-year-olds choosing to become teachers through traditional pathways. This has led to a record number of underprepared teachers in the classroom as districts have had to cope with a limited applicant pool. Districts need ways of bringing up the next generation of teachers with whom they have available to hire, and apprenticeship is a response to this reality.
“Middle school students, taught by a six-year-experienced teacher in the previous year, received math instruction from a first-year MathTrack-trained teacher. Higher growth was seen in students who started below the 40th percentile in achievement, suggesting a positive trajectory for MathTrack participants despite the notable experience gap between the two teachers.”
—Exploratory Examination of Student Achievement by Johns Hopkins
