How Can We Make the Advancement Office a Great Place to Work?

by Barbara Barron | Posted September 23rd, 2026 | Subscribe to this newsletter

Like most of you, I have worked in several advancement offices. In my odd case, all as the leader.

I had an unusual entrance into the school development world while serving as a trustee and as a current parent. The opportunity arose, and I had an inkling that I’d like it and could be good at it. Others believed that for me, too. So, I was fortunate to get the chance to try. I’m grateful every day for that opportunity and look back with a sense of pride and accomplishment.

More than 25 years later (gulp!) as an advancement consultant, I am frequently asked what creates a great office environment. Too often I see ones that are not. In fact, a big chunk of my business is conducting advancement appraisals, prompted when a Head of School, or key Board members, sense something is off but aren’t certain what.

Spoiler: it’s the people. The right people in the right seats. That’s where my discovery leads. I’ve seen terrific offices and those nearly on life support.  

There’s an old adage that a fish rots from the head down. Gross image, for sure. But it’s also true. When the leader isn’t cultivating and protecting a healthy, growth-minded environment, it’s toast. Same effect when you have negative people on the team who undermine others and kill the joy in the atmosphere. Both are lethal. And both are your job to handle.

But what about when it all works? What are some of the characteristics of good offices? What makes an advancement office a great place to work. And how can you create that?

Let’s take a look:

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What makes a good advancement office?

First, it is a share purpose. In independent schools, those in the advancement office must like kids and care about education. Job #1. Job #2 is its twin: a shared belief in the school, its mission, and its programs and people. So, we could say that a great advancement office is defined as having a mission-driven purpose. Everyone is pulling in the same direction even when working on different projects. Evidence? Do you all attend school meetings, even if not required? Do you occasionally show up at games and performances? Visit the art show? These are features of a bought-in crew.

Next is about culture. The office is a welcoming place characterized by trust, the assumption of goodwill, and a healthy sense of humor. This is weird work sometimes. You must be able to find the funny. Collaboration is the mode, with people willing, even eager, to help one another. All hands-on deck, when needed.

Then there is the quality of relationships. Each individual feels valued and supported as themselves. Known and accepted by the other members of the team, for sure, and especially by the leader. This is real interest and genuine concern and only exists when the leader invests the time for everyone to get to know each other. It’s also how the leader conducts regular check-ins and team meetings, clearly sets goals and commits to regular evaluations, supports the occasional struggle and setback, and is always looking for opportunities to help others build skills and expand capacity. A great leader wants better things for you and can see beyond where you currently are to what could be.

The tension here every leader knows is that this investment of time means not always getting to the long to-do list of your own during an average workday. But paradoxically, the more you invest in others, the more independently they thrive, the more they contribute, and the more successful your program. So, there’s that.

A few more?

·       Prioritizing work-life balance (or at least the effort to find it)

·       Regular opportunities for professional growth including sharing best practices with others in the larger school advancement community

·       Open, honest communication between teammates and with the leader

·       Sharing what’s happening outside the office and above one’s pay grade

·       And this gem: having input and influence, however minor. This is often much more highly ranked by folks than salaries and titles. Don’t we all want to know where we’re going?

·       And finally, is my leader praising my effort and accomplishment to the Head and the Board? Do I have a champion? It’s stunning how far a little recognition goes. Assuming it’s real and specific. “She’s great” is hardly as meaningful as “She’s successfully secured two new leadership gifts this week!”

And beyond how “nice” it is to have this kind of environment in which to do what is, let’s face it, some hard work for relatively low pay, remember the high cost of turnover. I’ve experienced the pain of it and have written about it as a consultant. (https://www.barbarabarron.com/what-is-the-real-cost-of-turnover-in-our-schools-development-office).

Creating and protecting a good advancement office also means keeping good people longer and building stronger relationships with colleagues and donors that raises more moeny. A nice win-win.

Thank you for everything you’re doing.

Barbara Barron
[email protected]

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BARBARA BARRON is one of the most respected and highly sought-after independent advancement professionals in the country, having worked with dozens of schools in every corner of the United States.

She has raised over $20 million for schools where she served as the Director of Development. Barbara is a New York Times bestselling author, speaker, and presenter who currently advises dozens of schools in various capacities. She is considered a thought leader in the world of advancement, with her writing widely shared by professionals in development offices worldwide.

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