Four ways to work with TDI, from a single building to a full district partnership. Every one hands you a one-page result before the budget conversation, not a promise that one is coming.
Each one stands alone. None is a trial run for another.
The PulseA weekly three-second check on how staff are actually doing.
The Focus13 ready-built tools for the initiative you already chose.
The Cohort10 people, four sessions, measured before session one.
The BlueprintAll of it, working as one system across the district.
Why every one of these is built the same way
Most PD gets dropped in year two because nobody can prove it worked.
Not because it failed. Because when the line item comes up in April, the only evidence is a survey nobody trusts and a memory of a good PD day in October. Every TDI offering is built backwards from that meeting.
$15–20KTypical annual school PD spend
10%Industry implementation rate
74%Implementation rate across TDI partners
94%Of teachers would recommend TDI
Implementation baseline: Joyce & Showers (1980, 2002) found traditional sit-and-get PD produces 5–10% classroom transfer, and sustained coaching models produce 80–90%. TDI’s 74% reflects real partner data inside that range.
What this is for
10 things a school gets out of working with us.
Sorted by what your building achieves rather than by what we deliver. The four offerings below are different routes into this list. The Blueprint is all of it at once.
Teacher time back
Find a resource at the moment of need instead of waiting for the next PD day. Borrow a colleague's work instead of building from scratch. Stop rebuilding what another teacher in the district already made.
Cohort, Blueprint
Stress relief
Lighten the daily load with small practical changes rather than new initiatives. Support between formal PD days, not only on the calendar. An end to being the only person in your role in the building.
Pulse, Cohort, Blueprint
Staff culture monitoring
Take the pulse of staff across five areas in under two minutes per person. Watch culture trend across a year instead of guessing. Surface honest input without asking staff to say it to a leader's face.
Pulse, Blueprint
Retention and staff investment
Identify what is driving staff to stay or leave, area by area. Show staff that their input produced visible change. Track retention risk with data rather than instinct.
Pulse, Cohort, Blueprint
Instructional growth
See what is actually happening in classrooms instead of assuming. Name what is already working before naming what is not. Set goals staff believe are achievable.
Focus, Cohort, Blueprint
New teacher support
Ramp new hires without pulling veteran staff off their own work. Give first-year teachers on-demand answers at the moment of confusion. Provide feedback that is not attached to evaluation.
Cohort, Blueprint
Leadership capacity
Think through decisions with someone outside the building. Prepare for the conversations that keep getting postponed. Decide which PD to say no to.
Cohort, Blueprint
PD coherence
Map the PD already in place and see where it overlaps. Identify the real gaps instead of stacking on another initiative. Fit development into the existing calendar rather than on top of it.
Focus, Blueprint
Collaboration and shared practice
Share materials across grades, buildings and roles without adding a meeting. Keep staff work in the system when people leave the district. Build a shared library that grows every year instead of resetting.
Cohort, Blueprint
Proof and budget defense
Turn qualitative work into numbers. Show a superintendent or board what changed and by how much. Defend the line item with evidence when budget season arrives.
All four
Four ways to get there
Pick the one that matches the problem you would name first.
Each one stands alone. A school with a culture problem and a school losing new teachers need different things, and neither has to buy the other first. Every card below is written as what a leader can say by March.
Partnerships start at 2.5k.
The Pulse
Before the music
asking what they would even want to play
For the leader who cannot tell how staff are actually doing until someone resigns.
What a leader can say by March
I can see where my staff are struggling, dimension by dimension, and whether it is improving or sliding week to week
I can find out what my staff are actually asking for, ranked
I can find out which grade levels or roles are carrying the problem
I can know whether my numbers are normal for a school like mine
I can close the loop with staff without writing it myself, and show leadership something quantitative
How it runs. One question every Tuesday, three seconds to answer, rotating through Mood, Energy, Belonging, Purpose and Needs. Delivered by email, outside the hub, so no account is required. How it is measured. Movement across the five areas, what staff ask for under Needs ranked month to month, and weekly response rate. What it will not do. It teaches nobody anything, and it never names an individual.
For the district already committed to an initiative with nothing practical behind it.
What a leader can say by March
I can put real tools behind the initiative I already committed to
I can see whether my staff are actually using what we send
I can find out which parts of our focus staff are struggling with most
I can catch a focus that is not working in November instead of June
I can add support without adding a meeting, a PD day, or a new priority
I can get told what to do next instead of handed another dashboard to interpret
I can sit down twice a year with someone outside the building and decide what to change
How it runs. You name the area your district is already working on. 13 tools across the year, one every three weeks, built for it and sent inside the email with a printable version underneath. All 13 dates are set when you sign. One tap back: planning it, skipping it, or want help. Two 45-minute sessions with your leadership team, mid-November and early March, both booked at signing. Those two conversations are your whole time commitment for the year. How it is measured. Planned-use rate across the year, skip rate by tool and by group, and the volume and clustering of help requests. What it will not do. Nobody gets an arrangement written for them, and no one is listening to any individual player.
different parts, one instrument, everybody's voice
For the group carrying the most and getting the least. Paras, new teachers, whoever you would name.
What a leader can say by March
I can give a specific group real support instead of hoping they figure it out
I can see whether that group moved from where they started
I can tell whether the people I invested in actually stayed
I can support paras or new teachers without building a program myself
I can point to a number when someone asks whether it worked
How it runs. You choose who is in it. 10 standard, 15 maximum, from one building or across a district. Four virtual sessions shaped to that group, full hub and paid blog access all year, optional office hours, and a named team member they can email directly. How it is measured. Retention within the cohort, stress and feeling of support measured at baseline and again in March, hub implementation rate, and session attendance. What it will not do. It reaches only the people in the room, and the rest of the building gains no shared language from it.
The hub, leadership coaching, classroom observations, the vibe check, the dashboard and the blog, working as one system. It is the only one that reaches all 10 outcomes above, because it is the only one with people in your buildings.
IgniteLeadership team and a pilot group of 10 to 25 educators. Early wins.
AccelerateFull staff. Strategies get implemented school-wide.
SustainSystems hold through turnover. You run it yourselves.
The three phases are how a Blueprint partnership unfolds over time. They are not a ladder the other offerings sit on.
The jazz ensemble
every line different, and someone listening to each
These are not steps. The Pulse, The Focus and The Cohort are not smaller versions of the Blueprint or trial runs for it. Schools run one of them for years without ever buying anything else.A marching band and a jazz ensemble are both music, and both take real skill. They are not the same thing, and a building needs different ones at different moments. Most buildings need the marching band first, because you cannot improvise together until everyone knows the tune. But a staff that only ever marches never finds out what any individual player can do.
Comparison of the four TDI offerings
The Pulse
The Focus
The Cohort
The Blueprint
Who it reaches
All staff
All staff
10 to 15 named people
Whole district
Ask of staff
3 seconds, weekly
One tap, monthly
Four sessions a year
Varies by phase
Live team time
None
Two leadership sessions
Yes, with staff
Yes
Hub access
No
No
Yes, all members
Yes, all staff
Outcomes it reaches
Culture, retention, stress
Coherence, instructional growth
New teachers, instructional growth, collaboration, retention
All 10
March proof report
Yes
Yes
Yes
Yes
The outcomes row maps each offering to the list above. It is our reading of which route reaches which outcome, not a contractual guarantee.
Real tools and real session guides, not a brochure about them. Read the first three pages right now. The rest opens on this page as soon as you tell us where to send a copy.
Open to anyone, pages 1 to 3
What The Focus is, and everything the packet contains
An example school year, and what it adds up to
Whether you draw the line around a building or a role
You are not buying software. Somebody reads your data and tells you what to do about it.
The delivery is automated so it never depends on a facilitator showing up. The thinking is not. Here is the work that happens on our side of it.
We read it every month and write the report
Not a dashboard for you to interpret. One suggested move, with alternates underneath, generated from your own response data. Nothing for your team to assemble.
We build the tools for the area you named
You do not pick from a library. The tools are built for your focus, already prepped, print first, with an entry point simple enough that a teacher can use one without planning time.
We write the copy that closes the loop with staff
Monthly newsletter language drawn from what your own people said, so they can see their input went somewhere. Edit it and send it.
We measure before we start
For a cohort, retention, stress and feeling of support are measured before the first session. That is what makes the change across the year proof rather than a claim.
We tell you what it cannot tell you
Every report carries one honest line naming what the data still does not show. Three weeks of a dip is not enough to know whether it is workload or one grade band, and we say so rather than rounding it into a finding.
We go get the money
We find the funding, write the grant, and build the evidence the application needs, so outside money covers what your own budget cannot. Helping you get it costs you nothing.
Included with every offering
The evidence assembles itself.
Everything your staff do in the Hub flows into your dashboard. Popular topics, survey responses, what got submitted. Board-ready and audit-ready, without your team building a spreadsheet the week before a meeting.
What it is built to survive
A board presentation, in a format that pastes into someone else's deck
A grant application, and the renewal evidence a funder asks for
State accountability and compliance documentation
An accreditation review
Year over year continuous improvement documentation
What you can see
Building-level dashboards with per-school drill-downs
Classroom implementation rate tracking
Observation timelines, on a Blueprint
Leading indicators, before they become a resignation
Only in a Blueprint
When we are actually in your building.
The other three offerings reach your staff through their inbox. A Blueprint puts our people in your classrooms while students are in session. This is the part no other offering includes, and the part schools tell us they remember.
What a visit day looks like
Up to 15 classrooms observed in a single visit
On-campus days happen while students are in session, in real classrooms
Observations are growth-focused, not evaluative, and separate from your appraisal process
We meet with teachers one-to-one after observing them
A leadership debrief at the end of each day
Love Notes
Every teacher we observe receives one. Not generic praise. A specific note about something we watched them do well.
“During your small group rotation today, I noticed how you used proximity and a calm voice to redirect Marcus without stopping instruction. The other students did not even look up. That is classroom management mastery. The way you had materials pre-sorted for each group saved at least 3 minutes of transition time. Your students knew exactly where to go and what to grab. Keep leaning into those systems.”
Love Notes are what teachers tell us they remember months later. Not the PD slides. Not the data. The moment someone noticed what they were doing right.
Numbers a board understands, from questions staff answer in seconds.
Every figure below is example data, shown at the size and shape you'd actually see it.
Mood, week by week (The Pulse)
The late-October dip and the February slide are exactly what a quarterly survey averages away.
Planned use, month by month (The Focus)
October's dip is the signal. A tool most of your building skips tells you the focus is wrong, or the tool is.
Where they started against March (The Cohort)
Measured before the first session, so the change across the year is the proof.
What leadership took to the board
10 paras started the year at 4.2 out of 10 on intent to return. By March they were at 7.6. Nine of the 10 are coming back next year, and the district knows exactly what that cost.
Pulled from the dashboard in one click, formatted to forward.
Your leadership dashboard
One place, populated automatically, whichever offering you bought.
Live engagement data, trend lines, observation reports where they apply, certificates and board-ready exports. Nothing for your team to assemble.
For your board
Board-ready reports in one click. Exported in a format that survives being pasted into someone else's deck.
For your coaches
Implementation tracking and role-based breakdowns, filtered by grade, role and building.
For your team
Certificates, PD clock hours, celebration tools and automated check-ins that keep momentum going.
What changed in buildings that stayed a full year.
What changed
Before TDI
After TDI
Weekly planning time
12 hours
6–8 hours
Staff stress levels
9 out of 10
5–7 out of 10
Teacher retention intent
2–4 out of 10
5–7 out of 10
Strategy implementation
10% industry average
74% with TDI
Most of our schools don't pay the full cost of this themselves.
We find the funding, write the grant, and build the evidence the application needs, so outside money covers what your own budget can't. Helping you get it costs you nothing.
Then start with The Pulse. Working with us starts at $2,500 for a year, and most of our schools don't cover the full cost themselves, because we help them go get outside funding for it. We'll give you your exact number in a 20-minute call, and if it doesn't prove itself by March you'll know before you have to decide about next year.
We need to see results before committing to a full partnership.
That's how these are designed. The Pulse, The Focus and The Cohort each stand alone at a size a principal can approve, and each one produces a one-page proof report in early March. Nothing about starting small obligates you to anything bigger.
We've tried coaching partnerships before and they didn't stick.
Most of what we do now doesn't depend on a coach showing up. The Pulse and The Focus run on automated delivery and reporting. No facilitator to lose, no session to reschedule, nothing that stops working when a person leaves.
Our staff are already overloaded. This is one more thing.
Three seconds a week for The Pulse. One tap a month for The Focus. No survey day, no staff meeting, no new login. The Focus specifically is built around the initiative you already chose, so it adds tools rather than priorities.
Our union won't support observation-based PD.
Observations only exist inside The Blueprint, and they're separate from evaluation with fixed look-fors and strengths named before gaps. The other three offerings involve no observation at all.
Will staff answers be traceable back to individuals?
No. Staff are told this in the first message and again in the footer of every check-in. Individual answers are never shown to anyone at their school, results roll up as group averages, and non-responders stay invisible. Leaders see a response rate, never a list of who skipped.
We already have an instructional coach on staff.
Good. None of this replaces them. The Pulse gives them culture data they can't collect themselves, and The Focus gives them ready-built tools so their time goes to the conversations instead of the prep.
What happens to our data if we don't renew?
We keep it for 12 months, then delete it. If you come back within a year you pick up your own trend line. Anonymized data stays in the benchmark pool either way.
Ready to start the conversation?
No pressure and no pitch. Tell us the problem you'd name first and we'll tell you which of the four fits, including when the answer is none of them yet.
