business model, business model canvas, columbia, customer development, lean launchpad, lean startup, steve blank

1. Team
Thiago Rached
Julio Souza
Anna Schmidt
Interviews today: 13 (4 with video)
Interviews so far: 45 (21 with video)

2. + 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) referrals
Keep: Mestre network and
activities
Grow: 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 Brazil
Private groups: with a network of
schools/units that demand management
improvement
Education 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 clients
b. 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

3. 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

4. MESTRE I What we learned
Today
Broad professional
development program for
private school managers
Starting point
Coaching 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 proposition
CS: Customer Segments
DAY 5
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

5. + 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 fairs
Keep: Mestre network and
activities
Grow: 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

6. MESTRE I Customer Archetypes
Simone Hamra
The #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 Ramos
The 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

7. 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

8. MESTRE I Resources, Activities and Partners
RESOURCES 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

9. 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

10. MESTRE I Differentiation test

11. MESTRE I What we learned so far I Day 4
Hypotheses 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

12. MESTRE I What we learned so far I Day 4
Hypotheses 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

13. 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

14. 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.