Jack DeLosh

Jack began his academic journey at Michigan State University, where he earned a bachelor’s degree in supply chain management, developing the analytical habits and systems thinking that continue to shape his approach to mathematics. He later pursued a master’s degree in education from the University of Denver, where he deepened his study of pedagogy and student-centered teaching.

Jack’s classroom foundation was built at Green Mountain High School in Colorado, where he taught all levels of secondary mathematics. There he developed a reputation for making demanding material accessible without oversimplifying it, helping students engage deeply with concepts rather than relying on memorization or procedure alone. His work alongside innovative educator Kyle Kirby further shaped his commitment to “thinking classrooms,” where students take ownership of problem solving and learn to see themselves as mathematical thinkers.

In one-to-one settings, Jack has worked extensively with students in advanced and high-stakes courses, particularly AP Calculus AB/BC and college calculus, as well as students preparing for the SAT and ACT. He has guided hundreds of students through pivotal academic transitions, whether supporting a struggling student to rebuild foundations or helping an advanced learner push toward mastery. His work is particularly well suited to motivated students seeking challenge, as well as those who need individualized pacing and conceptual rebuilding.

What distinguishes Jack is his emphasis on mastery learning: he believes mathematical gaps are best addressed through patient, personalized exploration rather than rushing ahead. In Cicero’s one-to-one model, this translates naturally into courses that can be built around a student’s interests, pace, and ambitions—whether pursuing advanced coursework, project-based explorations in applied math, or simply learning to think more confidently and independently through mathematics.