Blog | News | July 22, 2025

July 22, 2025

MORE THAN AN SIS: Who are the people behind Alma?

From the Alma News Desk

Picture of Douglass Mabry

Douglass Mabry

When schools begin looking for new technology partners, they’re often met with a wave of sales jargon, hollow promises, and blinking comparison tables. It’s easy to feel like just another name on a list – one more “lead” to be chased.

We don’t see it that way.

We built Alma with a clear vision: to create transformative tools with people, not just for them. Our technology is smart, intuitive, and future-ready – but it’s the people behind the platform that also make us different.

Tech you can trust. People you’ll want to work with.

From the very first conversation, you’ll hear it in our voices – real humans, listening with curiosity and responding with clarity. Whether you’re a tech-savvy district or a small independent school exploring your first student information system, we’ll meet you where you are and get you to where you want to go.

“It feels like Alma wants to partner with us, not just sell to us.”
– K–12 School Administrator, G2 Review

We come from education, not just software

Our implementation team isn’t the only group with classroom and front office experience – most of Alma’s team comes from education. We’re former teachers, registrars, school leaders, district tech directors, and curriculum specialists. Many of us used Alma in previous roles and believed in it so strongly, we joined the company.

So when you talk to us, we get it. And when you need help, we’re already a few steps ahead.

We know change can be intimidating – especially when it comes to school systems. That’s why we’re focused on more than just solving problems. We build trust, one honest conversation at a time.

A platform built to evolve with you

Yes, Alma is powerful. We won’t be humble about that. From smarter gradebooks and multi-language parent communication to state reporting and real-time analytics, our tools simplify complex processes and unlock more time for what matters: teaching and learning.

But we’re not just about what Alma can do now – we’re about what you can do next.

“The support team is amazing and the product continues to improve with our feedback.”
– District Tech Coordinator, Capterra

We don’t build in a vacuum. Most of Alma’s product roadmap is shaped by real users, real experiences, and real needs – and because our technology is built to be nimble, we’re able to improve it quickly. We take an agile approach to development, which means we can respond to changes in education as they’re happening. Whether it’s a shift in policy, pedagogy, or practice, Alma evolves alongside the everchanging landscape of education.

Start with a conversation, not a contract

We don’t believe in high-pressure sales calls. We believe in helpful conversations. And if we’re not the right fit for your school, we’ll tell you. No pushy tactics. No rehearsed pitches. Just open dialogue about your goals and whether we can help you meet them.

“Every person I’ve spoken with at Alma has been kind, knowledgeable, and genuinely invested in our success.”
– School Operations Manager, G2 Review

This isn’t a transaction. It’s the beginning of a partnership. We’re here to build confidence, reduce stress, and help you imagine what’s possible when the right people and the right platform come together.

We’re the people behind the platform

We’re software developers, yes. But we’re also teachers, school leaders, registrars, parents, and lifelong learners. We’ve been in your shoes – and in many cases, we still are. That’s what makes us different.

We’re not just building a SIS. We’re building something more human, more hopeful, and more helpful.

So if you’ve been hesitant to reach out, we understand. But when you’re ready, we’re here – with ears open, minds sharp, and hearts all in.

Ready to talk?
You’ll never be just another number in a CRM. Let’s start with a real conversation.

Alma's vision is to create the greatest generation of educators, fostering the greatest generation of students.

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