by Barbara Barron | Posted June 14th, 2023 | Subscribe to this newsletter

Ah, June!

The students are gone. The faculty are mostly cleared out. Even if you’re pushing hard to June 30^th to collect those outstanding pledges (never the most fun part but an important one), you can see a break ahead.

I love summer. But working in schools for so many years, I have found that after the initial relief that comes as the pressure lowers, and we have a sweet sense of freedom knowing the days ahead are going to be less packed — there is a weird stultifying effect that summer has.

Less pressure means no real urgency. Quiet offices tend to make it harder to find colleagues to collaborate with. Donors are away, so it’s tough to set up meetings.

And for me, every Head I ever worked for took off all of July, the very end of June, and some part of August as well. No judgment: they need it.

But taken together, the result is a definite lag in productivity. After all, if it doesn’t matter if we prepare that report or draft the fall appeal today or next Tuesday, there’s no urgency, and therefore, things tend to stall.

Now, anyone who has read my articles knows I am 100% in your corner. I respect and admire what you do. I know the realities of our work in advancement. And I hope that whatever else you glean from this piece, you take my earnest advice to get some time off to do things away from your office, your laptop, your phone. Rest, relax, restore. I’ve written on this before. You simply cannot be as good as you are unless you tend to your own heart and mind and body. Make some plans for you and stick with them.

But during the weeks of summer that you are working, why not make this a fruitful summer? Why not take on a few projects that will help you start the new school year with energy, focus, and some new ideas?  Here are a few that I think are worthwhile.

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1. Get smarter about some important trends and techniques.

I’ve written about the great wealth transfer. This month I got myself a little more educated about the important role that DAFs (Donor Advised Funds) are playing for nonprofits. I have long known what they are, of course, and have urged donor families to make grant recommendations to my schools (or my client schools).

What was eye-popping was how big this has become.  According to Inequality.org:

“There is now $234 billion sitting in the coffers of DAFs, up from $167 billion the previous year. And in 2021, for the first time, DAFs received more contributions than private foundations did. Donors gave $73 billion to DAFs versus $50 billion to private foundations.” Apr 13, 2023

No doubt you’ve also heard the negative press. That owners of donor advised funds are misusing them to stash money away, get their charitable tax credit, and then just let the money sit — rather than putting it to work at charities, as intended when this vehicle was created.

But I have come to understand is that, sure, that happens. But a piece of the problem lies in the fact that it’s rather cumbersome to give the money away. How crazy is that?! Turns out, it’s not always easy or seamless for the DAF donor to make a grant recommendation. They might have to toggle between multiple web pages and emails to make it happen. And at the school’s end, the process can be equally fraught and very slow.

It reminds me of the early days of appreciated securities as gifts. A donor would instruct their stockbroker to donate stock to the school but often didn’t tell us at the school first. We’d learn, sometimes much later, from the business office, that the stock was in the school’s account. What did we want to do with it? Sell it, naturally (and always!). But we then had to track down the donor to acknowledge the gift. Days went by. Not good.

The same thing can happen with DAFs. It can take weeks for the transfer to be complete. You’re caught on your back foot trying to meet your goal of thanking gifts within 24 hours. This lag also prevents or makes it hard for donors to use their DAF to respond to time-sensitive events like giving days. But there are some solutions.

I was introduced to a cool organization called Chariot (givechariot.com) that makes direct access to DAFs super easy. Donors have an elegant interface that makes giving with their DAF almost like giving using a credit card. And through their collaboration with Boost My School, they’ve built out an integration that allows for quick, easy transfers, and speedy, meaningful stewardship from the advancement office. This is not a paid endorsement. I just think it’s a good solution and could set up far better handling of this source of support for your program. (BoostMySchool.com)

But there are other technology tune-ups you might want to put on your summer list. How about adding a text-to-give feature? (Remember: those Millennials!)  Or take a hard look at your online giving form? The whole set of giving pages, generally, but the giving form in particular. I’m aghast at how perfunctory, awkward, and, frankly, unattractive, so many schools’ giving forms are, still. Let’s face it, any online shopping you do today is easier and more fluid than making a gift to your beloved school. Let’s spend a few dollars this summer and move to a better, more intuitive form. Do a quick analysis of how much is coming in through that platform vs. checks and you’ll have your rationale for making it better. And be sure to add “make a recurring gift” as an option.

2. Set up some Professional Development or other ways to fill your tank.

The summer weeks offer many learning and growing opportunities. CASE holds regional conferences and workshops (https://www.case.org/conferences-training)

Independent School Management boasts it has “30+ Position-Specific Workshops” in June and July (https://www.isminc.com/about-us).

Or maybe what you want is a writing course. Or a planned giving workshop. Less work-related: maybe it’s adding a meditation app and giving yourself 5 minutes each day to reset.

All are just examples, of course, but any might bring you the gift of new knowledge, skill, and awareness to take into the new school year.  And if not for this summer, calendar the CASE-NAIS conference (in Austin in January 2024). Or any other opportunity that once you book and pay for it, you’ll go.

And since I’ve written about their good webinars, let me offer here links to:

• FreeWill (rich planned giving content) – https://www.freewill.com/

• FundingForGood (development, impact, and planning advice) – https://fundingforgood.org

3. Create your stewardship plans.

Back in the day, we did it “old school style.” My team and I would take over a classroom with big empty whiteboards and map it out. We would write it out. Ask yourselves: who are your top 5, 10, 20 donors (depending on the size of your shop) that you want to focus your stewardship on to make sure they feel the love and gratitude of your school this fall?

·       What do you know about them and what they care deeply about?

·       What are some of their passions?

·       What would touch them, tickle their funny bone, make them catch their breath?

·       How can you surprise and delight them?

Build out a plan for each person or family. Check it against the calendar to avoid overlap. Search for those quiet, in-between moments when they will not be asked for anything (including forms, payments, or their attendance). Slot in some meaningful planned touches even if some will need to be created on the fly. Wherever possible, look for moments they would not ordinarily see or hear.

What are the experiences that only you can create that give them the dopamine hit we all naturally feel when we give a gift? Give that.

4. Finally, good ol’ housekeeping. Declutter your office, your computer, your mind.

You know what needs your attention. And you know best the backup systems and processes you should use. I’ll leave you with these two tips:

#1: Make a day of it, rather than tackling it in bits over the summer weeks. Dress for it. Notify the Buildings and Grounds folks so they can give you extra trash and recycling bags and can come to cart it all away at the end of the day. 

#2: Try not to answer the phone (or respond to email) except for at midday and the end of the day. Try “time blocking”: setting up auto-replies in your email and your voicemail. People will understand that you’re in deep with a project and you’ll get back to them within a few hours.

All of this will give you that nice satisfaction of a tidy workspace, the sense of well-being that your data and notes are stored safely, and the assurance that you are as ready for a new year as you can be. And that helps declutter the mind!

Got other tips, sites, webinars, or resources we could all benefit from? Shoot them to me. I’ll bundle them up and share them back with you all.

Wishing you a summer that is the ideal balance of relaxation and productivity. Take good care!

Barbara Barron

barbara@barbarabarron.com

About the Author

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.

More Advancement Articles

• 
  What Can We Do About Our Changing Parent Donors?May 11, 2026
• 
  Success Story #3April 24, 2026
• 
  How Can You Set Yourself Up So That Next Fall is a Huge Success?April 14, 2026
• 
  Metrics That Matter vs. Metrics That Don’tMarch 16, 2026
• 
  What is Your Brand?March 2, 2026
• 
  Success Story #2February 16, 2026

The post The Four Summer Projects That Are Worth Your Time appeared first on Barbara Barron.

by Barbara Barron | Posted May 31st, 2023 | Subscribe to this newsletter

Most of us have heard about the Giant Wealth Transfer that is coming in the next 20-25 years.

In essence, it is the predicted tsunami of personal wealth amassed by Baby Boomers who will pass it on to their children, their grandchildren, and to charities. Something like $80-100 TRILLION will be passed down. That will affect 45 million households in the US.

Zowy!

This from the largest cohort ever. And much of it will pass down to the 2^nd biggest cohort: Millennials.

And while potentially 10% of that million will go directly to charities, the bulk of it is going to the heirs of the Boomers. (Kinda makes you wanna be a little nicer to them, eh?!)

I know that many of my loyal readers are millennials. So, too, are the teachers in your schools and your current parents. Your donors. Right now, most Millennial parents have children enrolled in preschools and elementary schools. (I have client schools seeing big, first-time gifts from parents with 2-year-olds.) And they’re on their way to your high schools.

An exhilarating little factoid that I shared recently with my own Millennial family members is this:

By 2030, Millennials are expected to have five times the wealth they have today.

Take a minute. Do that math.

Some are already rich. Right now, there are 600,000 Millennial millionaires in the US. This is before the wealth transfer, friends.

More hopeful news? While 35% of Baby Boomers consider themselves to be “philanthropists”, a whopping 73% of Millennials consider themselves to be. Source: New Mindset of Philanthropy | Fidelity Charitable]

And they’re not just talking. They’re acting. That same data shows that 87% of Millennial employees give to charities. 70% donate their time. And it’s on the rise. They gave 40% more in 2022 than in 2016.

Check this out, if you don’t believe me: Millennials Had the Biggest Increase in Giving Among the Generations, New Survey Finds (philanthropy.com)

The headline is this: they’re earning more, and they’re giving more. Not everyone, of course. But many.

So the question remains. Are you and your school ready for what’s coming?

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Let’s get prepared.

Quick recap. A huge cohort of philanthropic-minded people – who are already generous and engaged, many already very wealthy – are about to become very, very wealthy.

Sounds wonderful, right? It is. And yet, are we in advancement geared up for this? Are we building the kinds of relationships with them now that will lead to them sharing their largess? Or asking for our help?

Important to remember is that this will be a big first for them. Most will be new to this kind of wealth. And for many, it will happen overnight.

At this moment, I see our roles in advancement as that of educators. And ultimately, the true goal is to be trusted advisors.

We have an opportunity to educate this group – and they are, in the main, open to it – about the ways they can leverage their gifts to have real impact. We can offer clear and compelling information about the ways they can make a difference at our schools. We need to make it easy. We need to find and promote “urgent” moments like giving days or organizing moments. Things like Make-A-Will Month in August (tricky timing for us in schools, I realize) or National Estate Planning Awareness Month in October (might be easier.)

Moreover, we need to be the place where they can find and access good information. We aren’t financial advisors and can never purport to be, but we can assemble a small group of qualified, objective professional advisors with whom our Millennial parents can consult for good advice.

And when we are talking with families about their giving objectives, we need to be prepared to raise the subject of their estate plans. Nothing makes you realize you need a will more than having a child or coming into big money. (Although shockingly, many parents of young children do not have wills.)

When our parent donors trust us, we can be helpful as they navigate this new world.

Some fun facts: Women tend to be slightly more generous than men (19% vs.17%). And pet owners are overwhelmingly charitable. How cool is that?!

Much of this great material came from a webinar offered by FreeWill, a terrific organization helping charities do a better job raising money through planned giving efforts. I highly recommend their lively and informative webinars.

If you’re realizing that you need to pull “planned giving” off the back burner – where it’s been simmering – and start to be more proactive, let me help you. Starting a planned giving program is not difficult. But it does require (like most things) a few early adopters.

With some simple, steady messaging, and good resources, you’ll be on your way to seeing results. For more information, I’ve written articles on the topics of creating legacy challenges and the power of the gift of life insurance.

Happy to help you.

Barbara Barron

barbara@barbarabarron.com

About the Author

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.

More Advancement Articles

• 
  What Can We Do About Our Changing Parent Donors?May 11, 2026
• 
  Success Story #3April 24, 2026
• 
  How Can You Set Yourself Up So That Next Fall is a Huge Success?April 14, 2026
• 
  Metrics That Matter vs. Metrics That Don’tMarch 16, 2026
• 
  What is Your Brand?March 2, 2026
• 
  Success Story #2February 16, 2026

The post How Can You Make Sure Your School is Ready for the New Millennial Super Donor? appeared first on Barbara Barron.

by Barbara Barron | Posted April 19th, 2023 | Subscribe to this newsletter

New parents. A fresh start. A new crop of prospects. A new group of people to bring into the community family fold. So much potential.

It’s well known that parents never feel as optimistic, as hopeful, and as positive about a school as they do during the first trimester. There can be – and often are – upticks in this sentiment at other times in the year, but the start of a new school year – at a new school — is just so special.

Everything is possible; nothing has gone wrong, yet!

As the people tasked with helping make that transition and entry into our communities as positive and smooth as possible, what can we do to set the stage for the great start of a relationship? I’ve written about the value of a great welcome letter. And I’ve talked about how important it is to be part of the welcoming team early on, so we aren’t seen as “those people ” only interested in grubbing money. (Ew.)

We need to be present at open houses, and “revisit events.” We must be visible during the first days of school to help make important impressions and connections.   

This isn’t just about our intrinsic desire to get to know these new community members. They have a strong desire to meet one another, and we are there to help bring those connections to fruition. We are in a great position to help ensure that process — because we already know the returning families. We can be helpful by introducing people who are in the same professions or live or work in the same neighborhoods.  

But what else helps?

In other words, how can we begin what might be a 10+ year relationship with a new family that sets the right tone and creates a launching pad for great things down the road?

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Start at the very beginning. (A very good place to start.)

Fortune favors the school that proudly offers an outstanding program and boldly asks families to support it from the very start. Note I didn’t say “arrogantly.” Just confidently. They are delivering on their inspiring missions by clearly articulating how they are different and what that means for their students. Therefore, their advancement office is unapologetic about asking families to give to make that all happen. Pure and simple.

This can happen at schools with even the youngest students. I consult with a fabulous preschool completing a major capital campaign. Many of their families with children as young as 2 have made the largest charitable gift of their lives.

Why? Because of the outstanding program and the powerful culture the school has created. It’s deeply gratifying to be their advisor on this journey.

What else can schools do to engage families early? 

Many of my clients have taken my advice to make visible and explicit the things we do that are invisible and confusing to new families. This is particularly true with schools enrolling families without independent school experience or, as above, with young students. And while these parents, generally, have little to no experience with giving to an independent school, or possibly, charitable giving anywhere, we can be the place to introduce them to the power and joy of philanthropy. 

Yes, the high schools and colleges that await their students later will benefit from our labors now as our new parents become educated and more sophisticated givers. But today, we’re the place where it happens first. We can be where the love begins.

One of the simplest and most effective ways to do that is to create a clear and helpful guide.

Some tips on creating your “Guide to Giving and Getting Involved”

 I advise clients to produce a “Guide to Giving and Getting Involved”. You can, obviously, choose another name that better suits your school culture. Regardless of what you call it, here are the main elements:

1. A clear explanation of the ways families can volunteer. It’s best to include contact information for the chairs of various committees. A set of known dates or a link to the calendar is good. 

2. Offer a glossary. Too often we use jargon or “school-speak” that those in the know know but newcomers find confusing. And worse, excluding. Don’t assume. Spell it out. What do names, places, events, and other terms mean?

3.  Describe what the various giving opportunities are, and when families can expect to be contacted about participating in them. Include asks that are for their time as well as their treasure. Detailing this is helpful for parents’ planning purposes. It will also help you see where you are unconsciously creating traffic jams in terms of scheduling or giving. Start this work with the leadership team so you capture all the touch points parents will experience from the business office, the registrar, and others. Then collaborate with the PA leadership to fold in their events and deadlines. The result will be astoundingly comprehensive. And it will help avoid the nightmare of having an appeal arrive in the mailbox at the same time as the tuition invoice or the deadline to purchase uniforms.

4. Tell some stories. Ask a few engaged parents to tell why they give and volunteer. What do they get from the experience that others may wish to emulate?

5. Make the process clear. What are job descriptions for key leadership roles on the PA and the Board of Trustees? What is the process that parents who have time, talent, and treasure to share can do so? When does the process begin and end in each annual cycle?

6. Use great photography. Always.

Some of my client schools produce printed versions of the Guide each year. They mail it in the packet of materials to new families. But they also place them in smart spots on campus like in the admission office and the Head’s office. 

Other schools choose to only publish this online. (It does make it easier to make updates. And it has the advantage of being visible to inquiring families.)

Regardless, let’s be transparent from the start about what engagement really means at our school.  Let’s be clear about what we hope and expect from families as they join our wonderful communities.

If you’d like help planning to create a Guide for your school, or getting others on board with the concept, let me know. And, as always, happy to hear your suggestions.

Happy connecting!

Barbara Barron

barbara@barbarabarron.com

About the Author

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.

More Advancement Articles

• 
  What Can We Do About Our Changing Parent Donors?May 11, 2026
• 
  Success Story #3April 24, 2026
• 
  How Can You Set Yourself Up So That Next Fall is a Huge Success?April 14, 2026
• 
  Metrics That Matter vs. Metrics That Don’tMarch 16, 2026
• 
  What is Your Brand?March 2, 2026
• 
  Success Story #2February 16, 2026

The post How to Create a “Guide to Giving and Getting Involved” for New Parents appeared first on Barbara Barron.

by Barbara Barron | Posted May 3rd, 2023 | Subscribe to this newsletter

As all of my readers know, I deeply value and respect my colleagues in advancement. I am one of you. I’ve done the work like you. I’ve walked in your shoes. I’ve written extensively on the valuable roles we can play when we are allowed.

I’ve talked about the pressures, lauded the one-woman office, and offered advice for how Heads and Boards can help us do our jobs and bring about collective success.

Sometimes, no matter how hard we work, how positive our attitudes, how determined (doggedly?) we push through, we come to the end of our rope.

This has happened to me.

I suspect it has happened to you.

We get to the place where we know it’s simply time to move on. And that’s ok. 

Often, a terrific opportunity finds us. We simply can’t resist the chance to run a bigger program, or a smaller, more intentional one. To move or stretch or make more money. All legit. But when we go, it’s disruptive. Even chaotic. 

Is there a way we can make it less so?  What about succession planning for our roles? 

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Some Troubling Statistics

A problem in most small nonprofit organizations, and in particular independent schools, is that succession planning for even the Executive Director or Head of School is neglected. A recent study revealed that:

Few nonprofit organizations admitted they were prepared for what may be a massive transition of leaders from their roles. 27% of those nonprofit organizations surveyed have a written succession plan. Only 17% of smaller nonprofits (under $1M) have a plan.

Source: https://www.einnews.com/pr_news/553396839/80-of-survey-respondents-indicate-they-don-t-have-a-formal-talent-retention-strategy

Wow.

If your school doesn’t have a plan for the transition, sudden or well-planned, of your Head, it stands to reason that there is no plan for your departure, sudden or otherwise. And unlike Heads, who typically provide 12-24 months (in the well-planned scenario) of advanced notice, most advancement directors give far less. Unless you are retiring, you are unlikely to know a year out about a change because either you aren’t currently looking, or that irresistible opportunity hasn’t come to you (yet).

I have several current and former client schools with Directors of Advancement serving in their role — at that school — for more than a decade. Some more than 20 years. They’ve “outlived” Heads, many Board chairs, and countless key leaders and colleagues. The level of institutional knowledge they hold, and the deep and long-standing relationships they have built and enjoy with donors, faculty, and students is deep and vast. After putting in so much time, there is simply too much that lives exclusively in their heads–beyond a well-kept database. (I still recall the way every Board chair I have ever worked with takes their coffee. Ok, that’s not essential information and I frankly wish I could off-load it and make space but it’s there. How about you?)

More stunning news. Another study reveals an “alarming” trend on the horizon for nonprofit organizations around the U.S:

“… 45% of responding nonprofit employees indicated that they will seek new or different employment in the next five years. Of that group, 23% said that nonprofits would not be among the types of organizations they intend to pursue.”

Source: https://www.forbes.com/sites/chrisstrub/2020/02/10/nonprofithr/?sh=f0 be44c15caf

Ouch. If the research is to be believed, and close to half of our leaders are going to leave their jobs in the near term, and virtually no organization has a succession plan for their top leaders, never mind our positions, we clearly have a ticking time bomb here.

Five Suggestions for How to Not Make a Mess When You Leave

I’ve written about this problem and some of the ways we might be able to hang onto great advancement people, a bit longer. But once they choose to go, now we have a succession problem.

What can we do to reduce the chance that we’ll leave a giant hole in our program? How can we ensure that a process is laid out in advance so that in the event of our departure, sudden or planned, we haven’t created a mess that our colleagues, Heads, and successors will have to clean up? 

Here are some suggestions. My thanks to Mandy Pearce at Funding For Good, for her eye-opening and informative webinar, Succession Planning: Strategies That Work.

1. Raise the subject. Even if you have no current plans to move, you’re doing a real solid if you discuss this subject with your Head of School. The best time to plant a tree was yesterday, right? Have the first of a series of constructive conversations while there is still plenty of time, and no one is in a panic.

2. Ask smart questions. Here are some to start with:

– What can we do over the coming six months to prepare for an efficient leadership transition, even if it occurs at a later time? 

– What do we know to be true about your role and responsibilities that are unique to your position?

– What do we feel are the biggest challenges we should expect related to your transition?

– How might your transition impact the other staff, the Board, programs, families, and the school’s ability to fulfill donor obligations?

– What are some key strategies we can implement now to reduce confusion during a potential transition?

3. Consider who might be able to fulfill some of our responsibilities in the near term. Is there anyone who can cross-train or shadow you to better understand some of what only you do?

4. Make the invisible visible.

– Where are essential documents and records stored, beyond the database? (My colleague and I wrote an “exit document” for our successors, and in it was the storage location of the donor sign that was not to be installed until their student graduated. She never would have even known to look for that.)

– What are protocols you use that only you know?

– Which trusted vendors are in your contact list? 

5. Name the process.

– What will be the protocol for announcing your departure?

– Who will stand in for you in the interim?

– How will the position be posted?

If you can help engineer even a few of these steps, you’ll be leaving things in far better shape than if you can’t or don’t.

Think this is not strictly “your job”?  Maybe. But I will argue that real leadership is making it easier for those who follow you to succeed. You’ll truly be leading your organization towards better planning for others beyond yourself.  Think admission, business manager, IT, college counseling.

The excellent advancement professionals I know live their lives and run their programs with high integrity. They also put up with nonsense longer than they should because they are loyal and conscientious and refuse to leave things a mess. Taking these steps will make it possible to leave when you need to. And it will create a smoother and healthier way out the door.

And check out Funding For Good. Lots of excellent resources on a range of topics.

www.fundingforgood.org

Cheers!

Barbara Barron

barbara@barbarabarron.com

About the Author

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.

More Advancement Articles

• 
  What Can We Do About Our Changing Parent Donors?May 11, 2026
• 
  Success Story #3April 24, 2026
• 
  How Can You Set Yourself Up So That Next Fall is a Huge Success?April 14, 2026
• 
  Metrics That Matter vs. Metrics That Don’tMarch 16, 2026
• 
  What is Your Brand?March 2, 2026
• 
  Success Story #2February 16, 2026

The post Should We Plan for Our Own Succession? appeared first on Barbara Barron.

by Barbara Barron | Posted April 5th, 2023 | Subscribe to this newsletter

An important part of our work in advancement is the effective collaboration with the development or advancement committee. But getting to a true collaboration can feel a bit daunting.

That confusion often lies on the part of both the advancement pro (you!) as well as the volunteer leadership (the committee chair). Who’s in charge? Who sets the agenda? Who says what’s important and what needs to be implemented (and by whom!).

But developing a good working relationship is vital.

In my experience, it is generally a matter of the volunteers not fully knowing their role and HOW to be most helpful. Good intentions but not a lot of experience is the issue. So in that spirit, and as so many schools hold their first (or second) committee meeting of the year, here are some features that define a great advancement committee.

Any and all of these actions can be introduced into an existing – and less than optimal – committee’s duties. You may need to start slowly. But like with so many things, if you can get the buy-in from one person (ideally the chair), you’re on your way to creating a high-functioning and super-productive committee.

It may even become the committee on which other trustees wish to serve. Winning!

So, let’s get into it.

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Ten Tips on How to Build a Great Advancement Committee

Some schools have a requirement that all new trustees serve on the advancement committee for the first year of their first term.

I have advocated for that guideline because I have seen how quickly these good people get familiar and fluent with the program as a result. This is an essential skill they need to be helpful throughout their terms of service. It’s like taking them through Development 101. And while you may end up with a large committee, it’s ultimately worth the extra work to help them establish good habits from the start.

Regardless, here are some tasks you can set before this group, starting when you first convene. These are actions that actually help. They build connections with families. They extend the cultivation and stewardship work your team is doing.

It can be like you’ve expanded your office by a few part-time people! And – bonus points – most of these tasks are easy and, dare I say, even fun to do:

1. Learn the workings of your program. This means that everyone understands what works and why. Provide them with a bit of history to explain the reasons we do things a certain way. “What you do” and “what you don’t do” are equally valuable to explain. This helps to stop “suggestions” like: “Let’s write to all our alumni and ask them to give $100 each!”  Nope. Never.

2. Review the roster of new families. Have them report to you who they know and how they know them. Often this is intell you can’t get even through prospect research.

3. Call the new people they know and welcome them to the school. A hugely important first step to establishing a relationship. A human voice on the other end of the line.

4. Call new people — even if they don’t know them — to welcome them to the school. #3 and #4 are such easy and enjoyable tasks. But your committee members need to do them and then report back to you afterward to share any intel including if they did NOT connect.

5. Make their own annual gift first. This ought to be table stakes for all trustees. But one of the roles advancement committee members can and should play with their Board colleagues is to be a champion of the program. They can and should urge their colleagues to give early so the office can move on to other constituencies. This is a message almost impossible for you or the Head to deliver so committee members should.

6. Offer to host small gatherings to give the Head (and you!) the opportunity to meet with people in person. This can be at their home or office. Doesn’t need to be an ask but it can be a chance to talk about new initiatives and to connect with one another in a nice atmosphere.

7. Give testimony. Why do they give? Why are they volunteering at this level to guide the school and ensure its bright future? They can offer brief remarks at events. They can give you written or video testimonials for use in your messaging on the website and in appeals. Quotes from everyone, please!

8. Send thank you notes. This can feel particularly meaningful to first-time givers. Just like the welcome call early in the year, a note to thank a family for making a gift has nice heft to it when it comes from a Board member. You can provide school stock but it’s even sweeter if they use their own personal stationery. Whichever way you go, ask that they give you the notes to mail. You can scan them for the donors’ records, plus you will be sure the notes are well written.

9. Show up at events. Again, a good standard of practice for all trustees. It’s a great way to close the loop and strengthen the relationship when committee members meet (or see again) the people they’ve been welcoming and thanking. Makes it feel more personal and genuine for everyone.

10. Serve for more than one year. This final suggestion is given with the caveat that you actually want them to continue serving on this committee. But assuming the best here, since you’ve successfully enrolled them in the first nine tasks, you’re likely going to want them to stay on. It will give the committee some continuity and a deeper set of experiences. Plus, you won’t need to train everyone every year. More experienced members can help bring newbies along. You are creating opportunities for these advancement committee members to become even more valuable. For instance (gasp!) they might be ready to help solicit a major gift. It can happen!

Kidding aside, if you can accomplish this list, you will be helping grow truly valuable trustees. They will be far more skilled and confident to take on the tasks that their service requires. And your meetings will be more productive and even fun.

One bonus tip: serve nice snacks at meetings.

Seriously.

Cheers!

Barbara Barron

barbara@barbarabarron.com

About the Author

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.

More Advancement Articles

• 
  What Can We Do About Our Changing Parent Donors?May 11, 2026
• 
  Success Story #3April 24, 2026
• 
  How Can You Set Yourself Up So That Next Fall is a Huge Success?April 14, 2026
• 
  Metrics That Matter vs. Metrics That Don’tMarch 16, 2026
• 
  What is Your Brand?March 2, 2026
• 
  Success Story #2February 16, 2026

The post How to Build a Great Advancement Committee appeared first on Barbara Barron.

by Barbara Barron | Revised April 1st, 2025 | Subscribe to this newsletter

This is the time of year when the nomination – or governance – committees of our schools’ Boards vet, recruit, and nominate new members to serve. It’s a moment we can really add value, if permitted.

We can help these dedicated volunteers start their tenures with good knowledge. We can help them learn important skills that can make their time serving our schools more satisfying. The right kick-off can result in these members becoming deeply helpful — truly valuable — to our advancement program. They can, and should, end up serving our school’s mission.

How do we help? Where can we add value and serve this important process more effectively? Are there ways that we can be instrumental in making sure we hold onto and fully engage those key volunteers?

Yep. Here we go.

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Onboarding your new trustee

One of the most effective things we can do is create an excellent orientation process. I’ve done this at multiple schools, and it pays off handsomely in the near and long term. If your school doesn’t do this or doesn’t do this well (with your involvement), run – don’t walk – to urge them to start.

Specifically? Here:

Do it right away. We tend to be the most highly engaged in a thing when it’s brand new. Schedule the orientation almost immediately after the new trustees are voted in. Don’t wait until the summer when we tell ourselves it’ll be quieter, and we’ll be more intentional. It won’t, and we won’t. Plus, it’ll be hard to get everyone to agree to a date and time then. Summer slow is real and we don’t want that energy attached to this important moment.

Plus having all the newbies together has the nice effect of creating a sense of being in the same “class”. That’s really tricky to pull of during summer vacations.

(Further, don’t hold off until the fall – when life speeds up, and this experience will get short shrift. Do it in May. Or early June. Groan! I know. Another event in May! Trust me, this one is worth it.)  

Make it nice. Explain it will be a 3-hour meeting because it’s important and we’re gonna take our time to walk these valuable new leaders through a process that is chock-a-block. Arrange for amenities like a good room, comfy chairs, and snacks and drinks. Maybe get someone to host you at their home or in a great conference facility. Don’t just hold it in the same ol’ room they are going to spend countless hours over the next few years. Make it special.

Build a meaningful agenda. Bring in colleagues from the business, admission, technology, and any other key departments of your school about which you want (and need) new trustees to get very smart, quickly. Share the calendars and the key moments of impact so they learn the cycles we live and die by. Show them the specific activities and actions where they can be helpful. Once they see the best practices we strive to put and keep in place, the less likely they are to offer “suggestions” that are, frankly, never helpful. You’re providing a deep dive into how the business side of the house works that they must understand to be helpful and effective.

What else? Let’s borrow a time-honored and winning process from the lower school. Let’s build a “buddy system.” But, because we’re all adulting here, we’ll call it mentoring.

Mentoring your new trustee

When you first joined a club or church, a yoga class, or a book group, didn’t it help to be introduced by someone already a member of the group? Didn’t it help to walk in and not feel alone? Who likes that?

Here’s some advice to offer the chair of the committee to create a good process:

Pair new trustees with trustworthy veterans of the board. Ask mentors to attend the orientation, at least at the end – for a bit – like lunch or drinks. Then ask the mentors to meet with their newbie at least once during the summer to build some connection and trust.

Ask mentors to call their mentee a week before each board meeting that first year. Ask if they have questions about the agenda or any of the reports so they then feel comfortable asking good questions. See if they are feeling up to speed on the committee(s) to which they are assigned. If something is off at the start, the mentor can help course-correct early. Or they can seek help, to ensure everyone stays on the road.

Mentors can also play a role if there are moments of dissent or tension at a meeting. Talking about it afterward and providing historical context can be so helpful. And keeps things from skewing negative.

Smart engagement

A story form a colleague: they had an alum about to end a first term of service without much engagement. The advancement director had the wisdom to ask the alum, who was a self-professed and experienced “techie guy”, to have a look at their systems. This was his jam and he was only too happy to get involved!

Guess what? He helped improve and streamline operations and data. He then went on to serve subsequent terms, with alacrity and impact.

The moral? Finding the right spot for each trustee can be part art and part science.

Here are a few other suggestions: 

Develop a “portfolio” for each trustee. What kinds of projects are they interested in learning about, working on, and being accountable for?  Dig deep.

Do annual self-reflection. As I’ve written, good boards hold themselves to account by completing self-assessments each year. This gives individual trustees the chance to comment on the workings of the board (for good or for needed improvement). If you’ve successfully created portfolios and each trustee has their own set of priorities, it’s a whole lot easier to reflect and assess how they are doing with those. Or not. Either way, more information is good.

Don’t assume. Ask. The Chair of the Committee on Trustees or the Board Chair ought to check in with all new trustees a few months into the first year. And then as a regular practice towards the end of the first term to have a frank conversation about how this commitment is aligning with their professional and personal lives. And most certainly, a more “formal” conversation about fit needs to happen towards the end of that first term. Don’t we all want to be asked how it’s going? Letting trustees just roll into a second term is sloppy and unhealthy for the organization.

If there’s an issue, approach it straight away. Someone not attending meetings? Not responding to emails? Chatting about board business outside of the boardroom or going to staff for favors? Intervention needs to happen by the Chair, immediately. Share what you know so the Chair can do their job. Do not let things fester. or flounder.

Celebrate and thank. Let’s recognize the service of trustees at those perfect and very obvious moments: end of the first year, end of the first term, and at the end of their service. When we begin and end things well, oftentimes even if the middle is a little messy, we have done the right thing for these volunteers and for our organizations. After all, they will be former trustees a lot longer than they are serving trustees. They are ambassadors in the wider community. What do we want them to say about serving our school?

Our organizations rely on the time, talent, and treasure of these good people. Taking care of them and helping them get engaged in positive and helpful ways from the start is part of our work. This is the work of not only the advancement office – though, as you well know by now, I believe we have a key role to play – but of the entire board.

Maybe share this article with them? Just a thought!

Thank you for all you’re doing.

Barbara Barron

barbara@barbarabarron.com

About the Author

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.

More Advancement Articles

• 
  What Can We Do About Our Changing Parent Donors?May 11, 2026
• 
  Success Story #3April 24, 2026
• 
  How Can You Set Yourself Up So That Next Fall is a Huge Success?April 14, 2026
• 
  Metrics That Matter vs. Metrics That Don’tMarch 16, 2026
• 
  What is Your Brand?March 2, 2026
• 
  Success Story #2February 16, 2026

The post 11 Ways to Make Sure Your School’s Newest Trustee is Prepared for the Job appeared first on Barbara Barron.

by Barbara Barron | Posted February 21st, 2023 | Subscribe to this newsletter

Recently, I had the privilege and pleasure to lead a webinar/conversation among advancement professionals around the San Francisco Bay Area. I’ve been associated with this fine group for 11 years and have served on its program planning committee for two regional and state-wide conferences. I’ve been honored to present at three conferences. This time, it was a Think Tank Thursday – a periodic, professional development session, offered remotely. (Another great idea begun in Covid that continues today.)

The topic: “Getting a Seat at the Table – Advice for How to Bring Your Influence to Make Better Choices About Future Trustees.”

Initially, I was asked to talk about ways to work more productively with a development committee. But what I know is this:

So many of the challenges we face with trustees and board committees are a result of a problem occurring further upstream, namely a Committee on Trustees (or Nominating Committee) that lacks good intelligence and a strong process. The sad result of this is that new trustees arrive at the “job” uninformed about their roles and responsibilities regarding advancement, and ill-equipped to be as helpful as they wish to be.

I reasoned that it is we, the Advancement Professionals, who can help solve this problem.

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A Quick Definition of Terms

Most schools and other non-profits have a standing committee of the board called Nominating, Governance, or Trustees. This committee is charged with identifying needs within its membership and selecting and nominating new trustees or directors each year. Further, they are asked to help create meeting agendas that include a professional development opportunity on a regular basis. And they often manage the self-assessment good boards conduct annually.

It is an important committee. And can be a powerful one.

But without insight into the community and the potential leaders within it, they are missing some key intelligence. That can lead exactly where you think it will: insular, out-of-touch boards that don’t represent the communities they serve.

For example…

The Nightmare Example

From my own experience: a school that was run entirely by white men, all alums in their 60s and 70s, whose process was to close the door, light up cigars, and brainstorm about other men from their classes with whom they were still in touch.

Seriously.

This co-ed day and boarding school with a large Asian enrollment had no women, no persons of color, and no current parents on the board.

That may be a rather extreme example. But many schools have processes that can use an upgrade. The intelligence and experience the advancement professional has, by meeting daily with members of the community, provides a rich vein for the committee to tap.

But getting a seat at that table is not automatic for many in our roles. Far from it. Cultures and practices vary widely between organizations, to be sure. I’ll argue that, regardless of that frustrating fact, there are some sound – and fairly easy steps – anyone in this role can take to begin to move towards becoming the trusted advisor I believe we all want to be.

Three Seasoned Pros Weigh In

To get additional advice and perspectives beyond my own, I asked three seasoned and outstanding professionals I knew in our group to participate in the facilitated conversation about ways to bring intelligence and experience to these vital volunteer leader selections. All have served their current school for a decade or more. All hold that seat and understand the value in it.

We had a big group interested in this – clearly – resonating topic. At our session, 55 people attended. And a great conversation ensued.

So, what were some of the takeaways, that you, dear advancement pro (or Head of School or Executive Director) or you, trustee (hear, hear!) can use to advance your process and improve your outcomes? Here you go:

Create a process. This means smart systems that help the committee build a pipeline. It means tools that allow them to identify needs, track terms, rate prospective members, and monitor the process. Each member of our panel had smart spreadsheets that they used year over year so there is consistency and good record-keeping.

Strive for consistency. I’ve helped committees create a set of questions that each committee member uses when talking with a prospective trustee. This ensures that we ask the same questions to learn the same information we need. While the answers will obviously vary, there is fidelity to the process and better comparing of apples to apples, regardless of who is doing the interviewing.

Set clear expectations during the early vetting process. Get specific about attendance at meetings, participation at the committee level, and the essentials like confidentiality and setting aside personal agendas. And the grandmommy: making the school a philanthropic priority during terms of service. One panelist talked about laying out the hope that the prospective trustee will consider a specific gift range to their future campaign. Not a pay-to-play. Ever. It’s only right and respectful to be upfront with our prospective leaders. And that clearly expressed hope will make the conversation later a whole lot smoother.

Ask one member of each of your board’s standing committees (Advancement, Buildings & Grounds, Finance, and others) to serve a year on the Committee. This can bring clearer, real-time insights about needs to the group.

Beware of the person campaigning for a spot on the board. From painful personal experience, I can attest to the sad reality that the least effective (read: most destructive) trustees I’ve ever worked with were just a bit too eager to join. That should be a huge red flag. Board seats need to go to the people who can put the school ahead of any personal agenda. This is especially relevant when dealing with current parents. It can be wise to communicate that today’s trustees should be focused not on their students but rather on the children of their students. Find another way for them to help.

And last but not least…

Find ways to be helpful now. If you are new to your organization — or the systems in place are such that you are yet welcomed into that committee as a guest or as the staff liaison — then the time to add value was yesterday. Baby steps. One of our panelists long ago figured out that creating profiles for every new family would become a resource to the Committee on Trustees. It did. Ask your Head of School to help advocate for your role. Always coming from a place of wishing to be of service is the best and right attitude to hold. That, and patience!

In Closing…

Remember, friends, the value you bring is significant. You know these families. You know if they are responsive or ignore calls and emails. You know if they skew positive or find reasons to create drama. Are they helpful? Do they say yes when you ask them to volunteer? Do they play well with others? Or is it all about them?

Finally, and vitally — are they generous? Do they give meaningfully, according to their capacity? (Sadly, wealth doesn’t correlate with generosity. But a “giving track record” is a solid data point.)

If you feel stuck where you are and could use some support in this important area, ping me. And to all of you out there, thank you again for everything you’re doing.

Be well.

Barbara Barron

barbara@barbarabarron.com

About the Author

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.

More Advancement Articles

• 
  What Can We Do About Our Changing Parent Donors?May 11, 2026
• 
  Success Story #3April 24, 2026
• 
  How Can You Set Yourself Up So That Next Fall is a Huge Success?April 14, 2026
• 
  Metrics That Matter vs. Metrics That Don’tMarch 16, 2026
• 
  What is Your Brand?March 2, 2026
• 
  Success Story #2February 16, 2026

The post Selecting Good Trustees: 6 Ways to Make Sure the Newest Addition is a Good One appeared first on Barbara Barron.

by Barbara Barron | Posted February 8th, 2023 | Subscribe to this newsletter

Having just spent three days in NYC attending the CASE-NAIS conference, I have thoughts.

First: it was beyond lovely to see so many friends, colleagues, and former and current clients. We development people are naturally (or trained to be) super friendly. But this was beyond.

Next, the content was excellent. Plenary sessions were thought-provoking and heady, with subjects appropriately set at 10,000 feet from leaders in our profession with broad and wise perspectives. Elective sessions were chock full (for the most part) of great takeaways. Those presenters delivered. Exhibitors offered cool new products and services for our industry and gave away some fun swag.

But I went also for the new learning!

My overarching “ah-ha” was that the sometimes tough-to-make tactical goals of increasing diversity, equity, inclusion, and belonging at our schools were made real in several sessions — with actual, honest-to-God solutions that we could take home and implement.

Even better, doing so is a path to fixing some of the terrible practices our professional has been saddled with. Imagine that: doing the right thing turns out to be a smart thing. For my faithful readers, you know I’ve been railing about some of these outdated practices for years.

Like which ones?

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Auctions Are Over

Thank the goddess!

Instead of exclusive, expensive, and showy events that engage maybe a third of the school community (at best), smart and inclusive schools are moving to inventive alternatives. Cite: Thatcher School and their shift to a week-long giving challenge. They are raising far more money, have cut their expenses by 80% (EIGHTY!), have less exhausted (“happier”, they claim) development professionals, and boast huge participation stats from all constituencies. And they still offered a chance to party for those parents that want one. But that is not the central point anymore. It’s raising vital dollars for students and teachers. Whew.

Naming is On It’s Way Out

I participated in an honest interrogation of the subject of the value vs. the potential damage caused by naming physical spaces around our schools. In what felt like a collective moment of heartbreak, the presenter shared the story of the student who said he hated going to one certain classroom because over the entrance was the name of the family who donated big money; the same family whose child wasn’t very nice to him. Or the day many families claim is hard at their homes: when the school annual report arrives in the mail and their kids search for their family’s name on the list, and not finding it among the top names of some of their friends.

Ouch, and yuck.

Interestingly, most of my clients have not been listing names in order of cumulative giving in reports for some time. And increasingly, fewer offer naming opportunities for their campaigns. But one size has never fit all and there are certainly exceptions. The presenters of this session shared their reasoning for offering naming in their campaign, at a school that has a long tradition of such. They explained the process and principles of their naming policy to ensure expectations with donors are clear and the visual identity of the campaign and facility remains intact. Still. It leaves you wondering.  This is another example of how the goal of DEIB is taking hold. And making things better for everyone.

Women’s Leadership Circle of Giving

I also learned how a school established a women’s leadership circle of giving, at a venerable and historically very male school, resulting in big major gifts from women for women’s education. This is effectively a major gifts campaign, centered on 50 years of women’s education but what is resulting in (it’s ongoing) is a group of women who are deeply reconnected to their alma mater, making possible scholarships for girls now and into the future. What a smart intersection of major gifts and alumnae relations: meaningful to the women who are participating, creating terrific stewardship stories for the office to tell the donors, and beginning outstanding modeling for future generations of alumnae. A stunning amount of early money they’ve raised. But this concept can work at a smaller or less-resourced school. Brava!  My list goes on.

In Closing…

My take-home sentiment, beyond my gratitude for the opportunity to attend and learn from good people doing good, is a renewed intention to lean into this work. With some specific fixes that lead to more engagement and better fundraising. I’m reenergized to help others do this, too.

Let’s talk! 

Barbara Barron

barbara@barbarabarron.com

About the Author

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.

More Advancement Articles

• 
  What Can We Do About Our Changing Parent Donors?May 11, 2026
• 
  Success Story #3April 24, 2026
• 
  How Can You Set Yourself Up So That Next Fall is a Huge Success?April 14, 2026
• 
  Metrics That Matter vs. Metrics That Don’tMarch 16, 2026
• 
  What is Your Brand?March 2, 2026
• 
  Success Story #2February 16, 2026

The post Sacrificing Sacred Cows: Some Reflections on CASE-NAIS ’23 appeared first on Barbara Barron.

by Barbara Barron | Posted November 2nd, 2022 | Subscribe to this newsletter

Recently, I had the honor and pleasure of speaking to a group of women at The Town & Country Club of San Francisco. It was the first time I had delivered a talk to a group of people in person who were not an assembled Board of Trustees, which I do regularly, and even lately, in person.

It was delightful.

The venue was the venerable and beautiful private club on Union Square. The Club was established before the 1906 earthquake that devastated the city. It is a social and educational hub for professional women in the Bay Area. I was their monthly luncheon speaker for twenty-five women who attended because they care about and work or volunteer at independent schools. So, my people.

Here’s a photo of the flier at each woman’s plate:

The Talking Points

The moment I took the podium, I had to confess that the title of the talk (not one I had provided), was a claim I simply could not fulfill. Frankly, there’s just no “fixing fundraising” in 30 minutes plus Q&A!

But I did debunk some myths about “effective” fundraising and replaced them with strategies that I have found to be far better. Loyal readers here will know my take on many or most of these:

• Eliminate the expensive and time-suck gala with events and activities that have a higher return-on-investment
  
• Stop harping on participation and instead focus on growing leadership giving
  
• Avoid selling the gap since it only depresses generosity
  
• Quit sending generic appeals; create customized communication that speaks to what we know our donors care about
  
• Commit to abandoning lackluster stewardship and replace it with “surprise & delight” moments

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The Response

One of the joys of my work is hearing that something I said or suggested made an impact. We all love that, right? Over the next few days, I received several messages like that. Two were lovely handwritten notes (someone was listening!). More than one person told me they brought one of the strategies I discussed to their next development committee meeting and they decided to make a change, on the spot. 

Wow. Talk about gratifying. This means a ripple was started. More effective work being done to bring passionate, committed donors closer to making the dreams of fine institutions they love come true. I’d call that a great day’s work.

 If your organization could use some inspiration (and a few laughs), do be in touch.

Stay well.

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

About the Author

My name is Barbara Barron, and I’m writing this blog to share advice on a profession that I adore.

I’ve been working in the field of Independent School Advancement for over 20 years. In that time, I’ve had the pleasure of creating and implementing successful fundraising plans and programs for so many incredible schools. I’ve had the privilege of seeing real growth at The Carey School, Marin Primary & Middle School, Woodside Priory, Crystal Springs, Presidio Knolls, Sage Ridge, and San Diego French American, and others. (Maybe we’ve met!)

Nothing makes me happier than seeing a struggling school start to thrive. My hope is that you’re here to make a positive change as well. I hope my advice can be a part of that change.

Shoot me an e-mail if you want to swap tips, or share your voice here.

Let’s do this, together.

More Advancement Articles

• 
  What Can We Do About Our Changing Parent Donors?May 11, 2026
• 
  Success Story #3April 24, 2026
• 
  How Can You Set Yourself Up So That Next Fall is a Huge Success?April 14, 2026
• 
  Metrics That Matter vs. Metrics That Don’tMarch 16, 2026
• 
  What is Your Brand?March 2, 2026
• 
  Success Story #2February 16, 2026

The post My Latest Talk appeared first on Barbara Barron.

by Barbara Barron | Posted October 19th, 2022 | Subscribe to this newsletter

About 18 months ago, I published an article about how and why to start a major gifts program.

The reasons for doing so, as I stated there, are many: including capitalizing on the opportunity to seek significant support from families with means who may not be enrolled in your school the next time a large-scale fundraising moment, like a capital campaign, occurs. The logic here is that most schools mount capital campaigns once every 5-10 years, for dozens of good reasons.

But a well-thought-out major gift program can run concurrent to your other fundraising. Just like your Annual Fund and any special events where you seek gifts. It does not have to cannibalize them.

As I wrote, a good major gift program is well designed. It has a short list of needed projects that, generally, have the winning appeal of being tangible, immediate, and high impact. This is the magical trifecta in fundraising!

It is also highly selective. It is not participation-based. It is tailored to the handful of families who have the capacity to give significantly beyond annual giving. I wrote in my previous article about the importance of setting the bar high for this. Higher than you initially think is feasible.

But as I coached a client recently, you can always dial it back — but it is exceedingly difficult to raise the entry-level gift once you go live. So, take a deep breath, and go high!

In addition to those essentials, I have recently been recommending that we do a few more things to ensure the program is well-designed and well-run.

A Well-Documented Vision

First, is to create a vision for it. Make it a written document that the Board can digest and adopt. This helps keep it top of mind and prevents it from getting watered down.

Here’s a simple example:

Established Roles

Next, get clear about roles.

What are the responsibilities of the professionals? The Director and Head of School? What are the responsibilities of the volunteers – meaning the trustees?

A good model is to form an ad hoc committee of the Development or Advancement Committee to work on this. This small group can help shape the vision statement and set policies like acceptable giving levels and pledge payment periods. They can oversee the selection of projects generated by staff. They will be the advocates for it at the Board level. And, critically important, they will personally support it. That way, they can serve in the helpful role of solicitor (or minimally, cultivator) along with the Head and Director.

See what I did there? If they build it and support it, they can help ask others to join them.

The Director of Advancement is always going to be tasked with identifying prospective donors for the program, given their access to giving records, prospect research, and knowledge of the relationships. In many cases, they will also serve as air traffic control regarding the setting up of cultivation meetings to share the projects available for support and to learn what the families are most interested in. But for best results, the members of the Major Gift committee are ready to take those meetings with the Head or Director. And they are on call to participate in the solicitation meetings that follow.

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Great Marketing Materials

Finally, the marketing materials you develop for this project are very important.

My successful experience with this work involves creating highly customized proposals, be they printed brochures or a beautiful slide deck. You are not mass producing these. If you’re blessed to have fifteen or so opportunities in a year to present your program, good on ya!

But for most schools, the number is small. Take the time and spend the dollars to design and produce individualized appeals. The ROI is excellent here.

Get focused. Stay intentional. Be bold. The potential results of a good program are huge and far-reaching. And the experience and chops you will gain from building and running a major gift program are significant for your school and your career.

I’d love to help you put your program together. Regardless, I wish you good luck. You’re going to do great!

Stay well.

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

About the Author

My name is Barbara Barron, and I’m writing this blog to share advice on a profession that I adore.

I’ve been working in the field of Independent School Advancement for over 20 years. In that time, I’ve had the pleasure of creating and implementing successful fundraising plans and programs for so many incredible schools. I’ve had the privilege of seeing real growth at The Carey School, Marin Primary & Middle School, Woodside Priory, Crystal Springs, Presidio Knolls, Sage Ridge, and San Diego French American, and others. (Maybe we’ve met!)

Nothing makes me happier than seeing a struggling school start to thrive. My hope is that you’re here to make a positive change as well. I hope my advice can be a part of that change.

Shoot me an e-mail if you want to swap tips, or share your voice here.

Let’s do this, together.

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The post How to Design a Major Gifts Program That Works appeared first on Barbara Barron.