Account-Based Marketing

Outcome: Developed district-specific outreach campaigns and ideal-customer-profile research that helped Marketing and Sales focus on priority education accounts.

The challenge. District purchasing decisions involve several stakeholders, and their needs vary by geography, instructional priorities, assessment strategy, and available funding. A single generic campaign could not address those differences.

My approach. I combined account selection and district research with tailored messaging, landing pages, and coordinated outreach. At New Classrooms, I developed campaigns adapted to the priorities of specific districts and regions. At New Meridian, I worked with Sales leadership to build ideal customer profiles and support more focused prospecting.

What the work demonstrates. Account-based marketing succeeds when account research informs concrete choices: which districts to prioritize, what matters to their decision-makers, and how Marketing and Sales coordinate relevant outreach. These examples demonstrate that process; I am not attributing an unverified revenue or conversion figure to the ABM work.

Account-Based Marketing programs begin by identifying key districts and organizations that align with the product’s ideal customer profile. Marketing and sales teams then work together to develop targeted campaigns that speak directly to the priorities of those districts.

My contributions included:

• Defining ideal customer profiles and identifying priority districts
• Researching district plans, instructional priorities, policies, and funding context
• Developing differentiated messages for district stakeholders
• Creating customized landing pages and campaign content
• Coordinating account outreach with Sales and Product colleagues

These efforts help ensure that marketing messages are relevant to the needs of each district and the educators responsible for implementing new programs.

Targeted District Campaigns

At New Classrooms, I developed targeted campaigns supporting district adoption of Teach to One Roadmaps. Messaging and content were tailored to reflect district priorities and instructional challenges.

Examples included campaigns focused on:

• New York City Department of Education, highlighting alignment with Illustrative Mathematics and addressing challenges teachers faced when students were working below grade level.
• Los Angeles, focusing on strategies to address learning loss and support students returning to grade-level expectations.
• Virginia districts, highlighting funding opportunities tied to legislation supporting advanced mathematics instruction.

These campaigns included customized landing pages, targeted messaging, and coordinated outreach between marketing and sales teams.

At New Meridian, I worked closely with sales leadership to define ideal customer profiles based on district characteristics such as enrollment size, instructional priorities, and assessment needs.

This work supported the development of targeted outreach and account-based campaigns that aligned marketing activity with the Miller Heiman sales model.

Research sources included:

• district websites and strategic plans
• school board meeting notes
• education policy updates
• market and competitor analysis

These insights helped shape messaging that resonated with district leaders and education decision-makers.