TeamThiago Rached

Julio SouzaAnna Schmidt

Interviews today: 13 (4 with video)Interviews so far: 45 (21 with video)

+ Institutes and foundations in education+ Education secretariats+ Undime and Consed (secretariats associations)+ Universities and colleges of education + Education experts+ Conferences and fairs

+ Coaches and mentors development program/support+ Network/community management+ Recruiting of coaches and mentors+ Talent selection of program participants+ Continuous and collaborative product development

+ Team+ Legal advisory+ Technology development

Get: (a) mentors as local representatives; (b) Partners; (c) online platform and social networks; (d) referralsKeep: Mestre network and activitiesGrow: knowledge platform, mid-long term skills development programs

+ Mentors as local representatives and course provider+ Online platform (distance sessions)+ Conferences and fairs

Institutes and foundations: focused on improving public education in BrazilPrivate groups: with a network of schools/units that demand management improvementEducation Secretariats: that recognizes the importance of leadership to improve their schools

+ Fixed: team, office infrastructure, platform maintenance, lawyers, travel expenses+ Variable: mentor’s training, course materials, sales commission, events, PR, taxes

+ Coaching and mentoring training to former principals+ Coaching and mentoring program to active principals (B2B and B2G)

a. Institutional clientsb. Consumer clients

MESTRE I What we thought I Day 1

Coaches and mentors: former principals with proven successful background as educational leaders (cycles FI, FII and high-school)

Participants from public schools: current principals at public schools (cycles FI, FII and high-school)

Participants from private schools: current principals at public schools (cycles FI, FII and high-school)

+Direct support to specific pain points+Stress release from the daily challenges +Direct support for self-development around emotional-motivational challenges+Recognition/reward from school educational performance improvement+Management improvement and therefore better results of enrollments and revenues (private only)

Management improvement and therefore better results (enrollments, revenues, cost reduction, etc): by the learnings from the programs

SAM BR $415M

TAM BR $1.2B

Target Market BR

$166M

Main assumptions

● Number of educators and administrators at K12 schools in

Brazil: 2.5M

● Prices based on interviews feedbacks

● Potential market penetration for SAM and Target Market to be

refined through interviews

Extra● Total Teacher Professional Development market in Brazil

(excluding degree programs): 4,5B BRL = ~1,1B USD

Product Monthly price Buying frequency

Program $75,00 Once every five years

Coaching $25,00 Continuous

MESTRE I Market Size Hypotheses

MESTRE I What we learned

TodayBroad professional development program for private school managers

Starting pointCoaching program for public school managers

DAY 1

VP: Certificates are key

CS: Public school managers would not pay

VP: It is not clear what coaching is and what its benefits are

VP: Branding and accreditation are key

VP: There is a demand for high quality “MBA-equivalent” professional development for private school managers

CS: Private school managers do pay for degree programs

VP: Value propositionCS: Customer Segments

DAY 5

Findings

Decisions

Must include on program

PANIC!!!! Trying out new value propositions and customer segment

Focus on private school managers as market segment to start the business

Coaching itself has little value perception, must develop a more structured program

Validate new hypothesis to better understand value proposition to private sector customers

A strong brand seems to be a great differentiator of the business

VP: Live coaching session experience is valuable, but “I would only pay if is was in the beggining of my career”The coaching aspect needs to aim for younger school managers

+ Institutes and foundations in education+ Education Departments+ Universities and colleges of education+ Education experts+ Conferences and fairs+ Columbia Global Center

+ Course design, participants selection, delivery+ Coaches recruitment and training+ Coach-Coachee matching+ Online content production+ Community management+ Certification process+ Fundraising+ Sales

+ Legal advisory+ Marketing+ Education design and implementation+ Salesforce + Technology developer

Get: (a) mentors as local representatives; (b) Partners; (c) online platform and social networks; (d) referrals+ Conferences and fairsKeep: Mestre network and activitiesGrow: content platform

+ Direct sales+ Online platform

+ Fixed: team, office infrastructure, platform maintenance, lawyers, travel expenses+ Variable: sales commission, events, PR, taxes+Salary of expert coaches and mentors who deliver content and 1-on-1 consulting based on performance+Experts training

+Payment for the course (which includes 2 coaching sessions for free)+Recurrent revenue for each extra coaching session purchased (lifelong benefit after taking the course)

MESTRE I Canvas I Day 5

Coaches and mentors: former principals with proven successful background as educational leaders (cycles FI, FII and high-school)

Participants from public schools: current principals at public schools (cycles FI, FII and high-school)

Participants from private schools: current principals at private schools (cycles FI, FII and high-school)

+Self-development based on individual needs and challenges + Coaching from experienced principals + Branding of excellence in education

+Self-development based on individual needs and challenges + Coaching from experienced principals + Branding of excellence in education +Certificate

+ Direct sales+ Online platform

MESTRE I Customer Archetypes

Simone HamraThe #1 in line customer

● Coordinator (pedagogical leader)● Works at mid-size private school, Farroupilha

(average quality) in Campinas, São Paulo state

● 40 years old, mid-career professional● In the organization for 12 years● Seeks continuous education for promotion,

employability, status and development (possibly in this order)

● Pays for her own education● Participates at conferences and fairs about

education

Roberto RamosThe one who will never buy but wants government to pay for him

● School principal for fifteen years ● Active participant at development

programs offered by the Department of Education

● Does not pay for his own education● Seeks education opportunities to

compliance to DoE expectations and get a certificate

● Certificate used for career progression and social status

MESTRE I Get Strategy

Unique online content on “educational

leadership”

Educational Conferences

School Boards from large networks

(partners)

Ambassadors (WoM, referrals)

Online channel

Direct sales

Mestre Course

Coaching Sessions Subscription

One shot per course

960 USD for a 12-month program

Recurrent revenue

500 USD for a 12-month plan with one

session per month non-cumulative

U$ 1,00 (monthly cost vs conversion rate)

Private School

Managers

U$ 2,00 (monthly cost vs conversion rate)

U$ 30,00 (monthly cost vs conversion rate)

U$ 20,00 (monthly cost vs conversion rate)

U$ 15,00 (10% commission)

U$ 5,00 (CAC on online channel)

CAC U$ 73,00

LTV U$ 470,00

MESTRE I Resources, Activities and PartnersRESOURCES ACTIVITIES PARTNERS

Course design, selection of participants and delivery

Coaches recruitment and training

Certification Process

Institutes/Foundations

Online content production

Coach-coachee matching

Fundraising

Community Mgmt (Ambassadors)

B2C Sales

Education design and implementation

Salesforce

Legal Advisory

Technology developer

Marketing

General management

Universities and colleges of education

Departments of Education

Education experts

Conferences and Fair

Columbia Global Center

MESTRE I Minimum Viable Product

Key feedback: “I would definitely pay for it in the beggning of my carrer” (to be further tested)

Coaching sessions between private and public schools managers

MESTRE I Differentiation test

MESTRE I What we learned so far I Day 4Hypotheses Experiment Results Iteration

VALUE PROPOSITION

Customers would prefer our course instead of other competitors from known institutions, based on the two key differentiators of Columbia TC faculty partnership (“oldest education school in the world”) and of having a curriculum targeted to specific individual needs

Create landing page showing two options of courses and ask about preference among them, including ours. “Why” question in the end to understand reasons for decision.

Pass! To send it to broader and more diverse audience to test more components of the value proposition (i.e. price) and mitigate biased from people previously interviewed.

VALUE PROPOSITION

Coaching sessions from experienced principals would be a perceived value (school principals would also trust support from experienced people they do not yet know)

Interviews, ask if they would participate in selection process for a coaching program, that would require a 3-step in person selection on saturday mornings, and if they would pay for it

Pass!Principals are interested in participating, would show up for selection, principals from private schools would pay, from public schools would not

Test whether they would pay for individual coaching and mentoring sessions after knowing what the experience is like

Pair up two principals (coach and coachee) and arrange a coaching session. Ask about the coachee’s willingness to pay 150 BRL for another similar session

No. They say they would pay when in the beginning of career.

Test experiment with less senior professionals

VALUE PROPOSITION

Connection to an active and recognized network is highly valued by educators

Asking and confirming about being part of an a selected network of engaged educators. First physical three interactions on Saturday mornings in March (travel expenses on participant)

No.Principals would participate if it was in their cities, but would not pay simply for the access to a network

Test whether this network of former coaches could be a strategy for customer relationship (get and keep)

Pair up two principals (coach and coachee) and arrange a coaching session. Ask about the coachee’s willingness (1 to 10) to recommend this experience to a friend

TBD TBD

MESTRE I What we learned so far I Day 4Hypotheses Experiment Results Iteration

CHANNEL Coaches could be sales representatives of the program

Asking potential mentors if they would be willing to perform as local representatives

Pass! Test what conditions and costs would apply

Understand similar models in which teachers are consultants hired by companies to act as sales representatives through schools (Mindlab, Publishers, etc)

Pass! Costs of such model fit our revenue model

Validate effective costs related to sales force

CUSTOMER RELATIONSHIPS

It is possible to GET a relevant volume of customers through word of mouth and referral strategies

Ask customers who have taken courses about how did they find them and why did they chose them

Pass! Friends recommendations are #1 way of knowing about good courses to be taken

Refine other components of value proposition.

REVENUE MODEL Customers would demand and pay for on demand coaching sessions packages

Ask customers about how they would buy this experience: mid-term program and/or single sessions

Pass! They would buy it is packages

Refine other components of value proposition.

REVENUE MODEL Customers would buy a course for 300 BRL per month

Ask customers about the price of 300 reais per month for the 12-month long course with one monthly physical meeting

TBD TBD

(SABOTEURS) Public administrators can be saboteurs in case the relationship with the school is not positive in their perspective

Interviews, asking what is the current level of involvement and impact of public administrators in the school activities and its professional development

Public administrators can be allies or enemies depending on the relationship with the principals and political views

Could we involve public administrators in the program to gain their trust without needing their approval for the course and coaching sessions to be taken

(SABOTEURS) Our course can be accredited by public departments of education

Understand what the accreditation process looks like, for course to be recommended or even funded by government

TBD TBD

MESTRE I Value Proposition

There is no educational program specifically designed to support

individual school leaders in Brazil

The job is:● Stressful● Requires strong social and

political intelligence● Requires administrative work

combined with pedagogical management

● Defines the learning of future generations in the country

What if school administrators could have:● In-depth understanding of their profile to direct

development● A course designed by a world renowned

professional/professor● 1on1 coaching and mentoring from experienced

professionals ● Active professional network● Training course from proven and recognized professionals ● Innovative methodological approach: based on real

problems from program participants● On-the-job experiences related to course practices

Customers have specific and individual needs not matched by current education providers

A program targeted to specific and individual pains and needs, designed by international experts

The new school of education in Brazil

MESTRE I What we will do next

1. Review and completion of remaining tests to confirm key hypothesis.

2. Review of company action plan to integrate Customer Development in

the heart of it.

3. Testing of new hypothesis defined in the last 2 days, i.e. private

schools have interest to distribute our products to their professionals.

4. Build MVP (February): pre-sale of short-term course before making

any investments.

5. Hiring of key resources.