October 20th, 2021 by Barbara Barron

Before you read any further, I recommend you first take a look at the two articles that preceded this piece: “The Four Things All Great Schools Do in Advancement” and “Three More Things All Great Schools Do in Advancement.” All three of these articles have come out of my experience and first-hand witness over twenty-plus years in and around the world of advancement in independent schools. As you read, as yourself: “How many of these are happening at my school?”

1. When times get tough, the school doubles down on support for its “sales” force, the admission and development staff.

What this looks like: Since the school leadership understands that revenue is derived from only two real sources: tuition and gifts, those revenue streams are treated as the vital lifeblood they are. Cutting budgets for marketing or the cultivation and stewardship of donors is considered only as a very last resort. The advancement team is supported in their work, given credit for accomplishments, and treated with respect and appreciation.

Can you imagine a business that relies on sales to decide during tough times that the smart choice is to fire the sales team? It makes no sense. Yet it happens in non-for-profits including our vaulted independent schools. Great leaders remember that even under budget pressure, the only non-tuition source of revenue is a charitable gift. We need to advocate for ourselves and our teams, commit to only the very best of practices in our work, and, as my clients know I like to say, be impeccable. And when you are in the warm beam of that appreciation and respect from your Head and Board, acknowledge it. Thank them for it. Thank your team for it. And then, double down.

2. Even in very small schools, development professionals are given realistic responsibilities and provided with support.

What this looks like: One-person development shops are common in small independent schools. But when those hard-working pros are left to work virtually in a closet, without a team, and without support, the resulting burnout is predictable. Great schools don’t let this happen. They find resources to outsource some of the demands even if it means going to an angel donor. They find administrative help in the form of interns or very carefully selected parent volunteers. They keep expectations reasonable by setting realistic goals and avoiding project creep.  And they find resources for important professional growth and collegial opportunities that are the care and feeding these solo practitioners crave. And deserve.

Asking for help is not easy. But we need to do it anyway. I have long held the belief that if I have a problem I am going to bring to my boss (or client, now), I had better bring along at least one possible solution. Many years ago, a wise colleague suggested that in order to make an important change, we really only need one or two advocates or early adopters of our strategy to make it work. So if there is a member of the development committee who sees what you are trying to do and believes in it. Start there.

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3. Advancement professionals are treated as the respected organizational leaders they are in all aspects of their work. They are loyal, trusted, even beloved members of the community, with long, successful tenures.

What this looks like: The development team is a vibrant, high-functioning office characterized by enthusiasm, professionalism, and skills. They are led with vision and clear direction. The Director supports the growth of each member of the office and advocates for them to the Head for things like salary increases, new responsibilities, and professional growth. The team sticks around and that longevity results in deep institutional knowledge and vibrant relationships with families including alumni families.  Annual evaluations create a growth mindset. From the director on out, everyone receives helpful feedback intended to both identify areas for improvement but also to recognize achieved success. There is a strong sense of respect for the work, job satisfaction, — even joy.

The number of truly high-functioning teams which I had the privilege and responsibility to lead are few. In other cases, we were high functioning at times but maybe not every day. Still, the moments when you find yourself with everyone bringing their A-game, taking on challenges with gusto, and supporting one another’s highest, best good are worth calling out. How can this be replicated? And how can you as the department leader bring this to the attention of your leaders — the Head and Board? Look for opportunities to give others the spotlight, let members of your team make presentations to the faculty and the Board. Brag on them to your colleagues in other departments. This kind of recognition for their good work goes a long way. It will help build trust and loyalty and guard against the premature departure of these valued professionals.

In closing…

As I detailed these three, it’s clear to me that they may be the most important towards building an outstanding advancement program. Do you agree?

Like before, I’m equally interested in what you have noticed from your vantage point. What is it that great schools do when it comes to advancement? And what can we do to bring these ideas to the schools that need them most?

As always, my inbox is open – and thank you for what you’re doing.

Stay well,

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

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 nearly 20 years. In that time, I’ve had the pleasure of creating and implementing successful Strategic Fundraising Plans 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 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 The Final Three Things All Great Schools Do In Advancement appeared first on Barbara Barron.

October 6th, 2021 by Barbara Barron

Based on the popularity of my previous article, “The Four Things All Great Schools Do in Advancement“, and the wonderful suggestions that came to me via e-mail and Twitter, I decided to revisit the topic with three more observations.

Like before, these are all things that I have witnessed firsthand in my twenty-plus years of being in the world of advancement at independent schools.

As you read, as yourself: “How many of these are happening at my school?”

1. Advancement professionals have a seat at the table to help the school move towards a true culture of philanthropy.

What this looks like: That seat is at the Board table and at the leadership team meeting. The advancement director is a trusted thought partner. The entire advancement team has access to important information about students and families that is germane to their ability to create and maintain trusting, respectful relationships with families. Other members of the leadership team know they can trust the advancement office with confidential information. They follow up on requests from the advancement office.

Not too long ago, the father of a student died suddenly. In addition to the many cherished roles he played in the lives of his family, he was also a great volunteer, offering his catering services to our school at a deep discount. Being told of this tragedy as soon as the Dean of Students learned it made it possible for my team to reach out to the catering team to offer our condolences. Further, since we knew of his other significant connections in the community, we were able to help share the sad news to people who would not have known right away and might have risked an insensitive moment. His family was so grateful. The student’s mom was able to focus her attention where it needed to be.

2. There is a spirit of true leadership and mentorship throughout the organization modeled by the Head of School.

What this looks like: Heads with deep experience are eager to share and mentor advancement staff. Those Heads with less development experience seek the counsel and recommendations of their Directors. They respect standing meetings with their directors and make time on their busy calendars for strategy planning sessions prior to important donor meetings. They keep good notes or share meeting notes verbally (and immediately) so they can be recorded by the department. They never go rogue when a plan has been agreed upon and they follow through with assignments.

Over my career, I’ve worked with many Heads, with a wide range of both experience and interest in advancement work. I’d rather have a Head with less experience who is eager to learn than one who believes he already knows everything! From the start, I have insisted on a standing meeting. For me, it’s early in the week (Tuesday late morning is my favorite). That’s the time to get aligned on strategy, capture any notes or intel the Head is holding, and create a robust to-do list for the week. Ask for that. If you’re not sure how, I suggest you say “For me to do my very best work, I need a reliable meeting time with you each week.” The best Heads will want to give you that. If your Head is not willing to do that, and protect that time against all but the most urgent of interruptions, that’s a warning signal you should heed.

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3. School trustees are carefully and intentionally selected and serve enthusiastically in their roles to secure the vital resources the school needs to deliver on its mission. They fully understand and embrace their responsibilities.

What this looks like: The Committee on Trustees has a well-designed process for identifying and vetting prospective trustees. The interview questions and process enable the school to learn as much as possible about the prospect’s skills and willingness to serve, including their responsibilities for securing charitable support for the school. All new trustees receive a thoughtful, comprehensive orientation, including information from the professional staff. There is a robust and valuable ongoing professional development program, All trustees are fluent in their roles and responsibilities. They give meaningfully to the school, keeping it a top philanthropic priority during their tenure. They give first and last to all fundraising campaigns and are willing to speak to others in the community about why they support the school.  When asked to help cultivate, solicit, and steward donors, they do so with alacrity. They follow through and report back to the advancement office.

This is arguably the most important committee of the Board. And one you as the advancement professional should be closely aligned with. Over my career, both inside and consulting with schools, I am a huge advocate of the Director of Advancement sitting in on this committee’s meetings to provide real-life intelligence, first-hand experience, and relevant giving information to the committee when considering a prospective trustee. After all, who knows better how this person embraces (or doesn’t) the philanthropic activities of the school? Do they fulfill volunteer obligations? Do they give early and generously, within their individual means? If you’re not in these meetings, do what you must to get invited!

In closing…

As I wrote out these three, a few more came to mind. I’m sure you had the same feeling.

Like before, I’m equally interested in what you have noticed from your vantage point. What is it that great schools do when it comes to advancement? And what can we do to bring these ideas to the schools that need them most?

As always, my inbox is open – and thank you for what you’re doing.

Stay well,

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

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.

She can be reached via email at barbara@barbarabarron.com

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The post Three More Things All Great Schools Do In Advancement appeared first on Barbara Barron.

September 8th, 2021 by Barbara Barron

In my years as an advancement consultant, I’ve noticed there are some commonalities amongst the schools that are doing advancement really, really well. Here are a few. How does your school stack up?

1. The faculty – yes the faculty – have a clear understanding of the important roles they play in advancing the school.

What this looks like: advancement professionals make it a point to spend time with their teaching colleagues to share some of the key aspects of their work. This might be periodic reports about their work and accomplishments, previews of what key events are ahead. The office of admission updates their colleagues on their progress towards filling the school with right-fit students; development shares the ways they are identifying and engaging families eager to be supportive. Faculty are on the lookout for events and experiences in their classrooms, studios, and on the playing fields that are great examples of the school’s mission in action that they share with the advancement team.

Consider the science teacher I worked with who made a point to give my office a head’s up when the class was preparing for a fun and very visually appealing experiment. We were able to be there to grab a quick video to send to the donor whose gift to the campaign is honored by naming the lab after his deceased mom. It took all of 20 minutes to give this donor a warm reminder of the impact of that gift. Admission had something fresh to pop onto the website for inquiring families. None of it would have been impossible if the science teacher didn’t really get the connection between her work and ours.

2. Volunteers understand and respect the roles they are welcome to play. They embrace the school’s systems and communication processes.

What this looks like: Parents are educated early about the best ways they can be helpful. The school publishes clear guidelines. The Parent’s Association leadership makes a point to help onboard new families to start healthy habits of engagement from the first days. The school leadership keeps clear boundaries to prevent parents from overreaching, setting or changing meeting agendas without buy-in from the school, or making unreasonable demands.

To make this more tangible, I have been offering my clients a template they customize. We call it some version of “A Guide to Giving & Getting Involved”. Together, we describe volunteer activities and the contact people for each. Moreover, we speak directly about the fact the school will be seeking their charitable support and the timing of each of those moments. No surprises. Clear hopes and expectations. Everyone is better for it.

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3. The Head of School fosters an open, collaborative working relationship between the development, admission, and business offices characterized by a respectful, collegial atmosphere.

What this looks like: The Directors of those key departments meet regularly to stay in close communication about important timelines and deadlines. They seek to support one another by sharing calendars and regularly reconcile important data points and reports. When tensions arise between any members of the staff of these departments, the directors work with them to find positive solutions. Successes are celebrated. Setbacks are handled and learned from.

At a former school, those three offices collaborated on a presentation for both the Board of Trustees and the full faculty. We shared our goals, our strategies and plans, and the ways our offices intersect. We adopted a seasonal motif to share the cycles of our work. Did every single person become a champion of our work? No, but we know it only takes a few allies to make the work easier and far more productive. To move things forward. Give it a try!

4. Fundraising goals are set with input from the development staff.

What this looks like: the business office and the Board‘s finance committee understand and appreciate that fundraising is a professional process, not a faucet that can be turned on or up at will. Goals for the school are strategic in nature and developed based on a realistic set of data and reasonable timelines. Members of the development committee and the professional staff are integral members of the planning of future goals and projects.

As a consultant, I have the responsibility and privilege of leading some of these important conversations. Frankly, it’s far easier for me to say the hard, true things about this topic (and so many others!) than it is for the development staff or even the Head of School. That’s why I am frequently hired: to be a truth-teller.

See, if the Director of Development says the goal is not realistic, she sounds like she’s unwilling to work hard. If I say it, based on all the same facts (enrollment, the number of full-pay families who have the capacity to consider a charitable gift, the number of alumni from whom we might anticipate support), leadership accepts it. Yes, I bring deep experience at other schools. But regardless of how and from whom hear it, they need to understand it so they can set goals we can attain, the school can budget on, and we can all celebrate. Without demoralizing the staff.

In closing…

These are just four observations, though – I must admit to you – I probably could come up with a hundred more. But I’m more interested in what you have noticed from your vantage point. What is it that great schools do when it comes to advancement? And what can we do to bring these ideas to the schools that need them most?

As always, my inbox is open – and thank you for what you’re doing.

Stay well,

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

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.

She can be reached via email at barbara@barbarabarron.com

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The post The Four Things All Great Schools Do In Advancement appeared first on Barbara Barron.

April 7th, 2021 by Barbara Barron

Let’s begin with a definition of terms.

What is a “major gifts program?” A major gift program is an ongoing part of a mature and robust advancement program. It is different from the Annual Fund or a capital campaign in that it does not necessarily have a specific timeline, launch, or end date. It is not something we attempt to get everyone to participate in. It is designed narrowly, intentionally. So it usually operates under the radar of most people in our school’s community.

A major gifts program is comprised of specific, often highly tangible projects that require big funding. Projects that exist outside of the annual operating budget. I like to describe them as being the thing(s) that the school’s program wants to do, as opposed to what it must have to function. These projects target the ways a school intends to grow, expand, even flourish. It fixes vitally important issues but rarely are these “urgent” issues. 

What kind of projects are best for a “major gifts program”? A major gifts program is most often used to fund something called capital improvements or a capacity-building opportunity.

Take the long-overdue renovation of the faculty lounge, for example. This high traffic area – pre and post-Covid – says a lot about the ways we value, or don’t value, our teachers. New carpet, appliances, seating, lighting – these are all capital improvements. They will make a world of difference to the people that touch our children’s lives. Daily. It is not an urgent improvement, but I’d argue that it is a vital one.

Other times, a capital improvement is the overhaul or expansion of a particular program. Maybe your school needs to broaden the foreign language program from three to four offerings. To do that would mean hiring a professional and building out a curriculum. Both are not currently in the budget. Enhancing your curriculum like this would require funding for a couple of years until it gets its legs. The operating budget will ultimately be able to support this program as enrollment increases but in the interim, a “capacity build” like this will be needed to get it up on its feet. Another vital but not urgent improvement.

There are more examples of ways major gift initiatives can make a big difference. I’ve raised major gift dollars to invest in donor research – in other words, discovering who and where our potential supporters are. I’ve raised money to purchase a new database so that we can better organize and track our activities. I’ve even raised money to reduce a school’s debt. The trick is that a major gift project needs to, well, be major. It needs to have the potential to have a significant impact. That puts it on our project short list.

How many projects should we be working on at any given time? Typically you want to have 3 to 5 projects at any moment so you have a short menu to offer to donors (more on that in a second). Each project should be pretty expensive but not all are the same level of expensive. Think range. And remember, they should be vital, but not urgent. Work with your Director of Finance, Head of School, and other key leaders to identify the most exciting, impact-heavy projects you can. Look for variety.

Now that you have a couple of great ideas and know the price range for each, it’s time to go find some angels to bring them to life. That’s where the program gets its energy. This is where all your thoughtful cultivation pays off and allows you the opportunity to meet with some leadership prospect donors. This is your chance to share the vision you have for the projects and all the benefits your school will enjoy from them. You now have the opportunity to ask for significant gifts to make change possible, and your donor gets to experience making a huge impact. Yummy.

How do I start asking for money? You don’t. Not yet. First, you have to figure out who you’re asking. A successful major gifts program needs to be carefully and narrowly crafted. Like I said before, it is not for everyone. The first step, before you go out there and start making the case for your program, is to set the entry-level gift.

How do I know where to set the “entry-level gift” for my program? In designing a major gifts program, I urge the Head and the finance and development pros to set the entry-level gift amount high. At some schools that might be $50,000. At another, it might be $250,000. (Or more.) Resist any pressure you receive to make it more accessible.  This is not the place for that important value. Breathe. Have faith.

In most cases, we will find the prospects for this program in our Annual Fund. It makes sense. Use the Annual Fund to assess which families have greater capacities to give. Take note of the savvy family who, as they enter the school, asks “So, what’s on the horizon for the school?”  Or even clearer, and we’ve all heard it:  “What do you need?” Well, funny you should ask… Love them. But in most cases, your prospects for this know you well, you know them well. In other words, you’ve done the cultivation and stewardship work to earn the opportunity to bring this possibility to them. That takes time. In fact, think of major gifts as a long game. Plan, budget, and staff for it that way.

Okay, now that I know whom I’m asking, and how much I’m asking for, how do I make the ask? This is actually the easiest part of a blossoming major gifts program.

I’ve written extensively about the challenge of making your Annual Fund case come to life. I’ve preached on the importance of talking about the myriad benefits a school receives because of support from the Annual Fund — rather than focusing on a school’s needs. With major gifts, making that case is much, much easier. We get to offer donors what they love best: tangible projects with an immediate impact. A major gift for the faculty lounge can be put to use over the summer so when the teachers return — voila! Donor research funded by a major gift can allow the development team to find and begin to cultivate alums with huge capacity, instantly — voila! The expanded foreign language program empowers the admission team to recruit the students interested in this offering but who would otherwise enroll at a peer school – voila! Major gift projects all have an impact that the school and the donor can experience right away. Just be sure you don’t allow this special gift to take the place of their ongoing Annual Fund support. This is always above and beyond annual giving.

The stewardship opportunities in a major gifts program are enormous. And rich. And fun! We get to work closely with donors, keeping them engaged throughout the process, and in doing so, build deeper relationships, knitting them ever closer to our schools. It’s so rewarding, for everyone. If you’re curious about the ways you might get better at making big asks, I’ve written extensively about that very thing: “How Do We Prepare for the Biggest Ask of Our Career?”

I hope that by reading this, I’ve made a strong argument for you to get your own major gift program started. Perhaps you’ve already had one for a while, and that this piece will nudge you to reinvigorate it.

To tell you what you already know, none of this will be “easy.” It takes time and commitment to get a good program started. It requires all the best practices in our fine profession: access to good information, a decent database, enthusiastic buy-in from our Head and Board, as well as support from the Director of Finance. We will need someone on the development team with the skill and bandwidth to get this puppy up on its feet, find and solicit the families who can support it, and then deliver world-class stewardship to those who do. It is not easy work; it is deeply rewarding work.

If this sounds like what your school is ready to consider, I can help. Feel free to take a look at my articles for any further guidance. Or, if you have specific questions, my inbox is always open – barbara@barbarabarron.com.

As always, stay well,

Barbara Barron

barbara@barbarabarron.com // @BBAdvancement

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The post How to Start a Major Gifts Program at Your Independent School appeared first on Barbara Barron.

by Barbara Barron | Posted March 13th, 2019

With huge gratitude to the brilliant mind of Gordon MacKenzie and re-reading his astonishingly smart and creative book “Orbiting the Giant Hairball”, I’ve been moved to write about our typical organizational charts and how we might think about them in a very different, and perhaps better, way.

Most schools operate within a pyramid structure to depict their orgs. Something like this, with the power, authority, and direction flowing downwards from the top:

The body tasked with setting the vision for the school into the next several generations of students is the Board of Trustees. They are also responsible for the essential work of supporting, supervising, occasionally selecting – or rarely, dismissing – the Head of School.

The Head of School oversees and manages everyone who works at the school, from the administrative team to the faculty. There are layers in here (division heads, deans, program directors, etc.) but it’s the classroom teachers that are near the bottom of this  “classic” chart.

Let’s stop and reflect on that for a moment.

On any given day, at any given school, nothing gets done without the teachers. The teachers not only make learning possible, but they also make it come alive.  They have the power and influence to spark or snuff out imagination and confidence. They oftentimes spend more time with their students than the students’ parents do. Their classrooms or labs or studios are where the magic happens.

Truly, no other group of staff at our school has more impact on whether our school delivers on its mission or doesn’t.

And it’s not just the school that is dependent on the teaching staff. Our job as Advancement Professionals is intrinsically linked to their performance.

When both teaching and learning are going well, and parents are delighted and, hopefully, grateful — that’s when we can step in and do the most important part of our jobs. It’s when only then that we have the honor, the privilege, to have conversations with parents about their philanthropy.

We’ve all had that experience where a donor family is unhappy. Their daughter was placed in a math class they didn’t think was the right fit. Their son has had a struggle with the science teacher. As a result, their gift goes away or is significantly reduced.

Now, we might argue that withholding their support is hardly helping us alleviate the problem. Rarely does less support make it easier to improve the math program! But since gifts remain voluntary and donors often use their money to make statements, that’s our life. We deal with it.

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My point is: it’s only when things are going well in the classroom that things are possible for us in advancement.

And yet, the teachers are at the bottom of the standard “org chart.” In Gordon’s illustration, which I’ve included here, he speaks for those at the bottom thusly: “Let us out from under this crushing mountain!”

I couldn’t agree more.

So what if we flipped the script? Or in this case, created a totally different image? Let’s substitute the pyramid with a Plum Tree.

Much nicer, isn’t it?

Here we have the Board of Trustees as the roots. They are ultimately responsible for the stability of the organization by tending to its fiscal health.

Next is the Head of School as the trunk. The Head of School is the enduring, central support. He or she must be strong, steady, and – most importantly – upright.

Up and out from the Head of School is our administrative leadership team. They are the branches that support the “product producers”. In a strong Plum Tree ecosystem, the branches are both intertwined and interdependent.

And now we find the teachers. They are the leaves and the stems that nurture the flowering crop. They are in closest proximity to and are therefore directly responsible for, the plums. And, as if it isn’t painfully obvious by now, the students are, of course, the plums.

Gordon goes on to offer voices from the different parts of the tree to bring it to life:

The roots (the board) asks: “What resources do you need to produce the best crop?”

The trunk (the Head) asks: “What do you need to motivate you?”

The branches (division heads) say: “We’ve got what you need – air and sunshine!”

The leaves and stems (teachers) say: “On a clear day, we can see forever!”

A tree, Gordon asserts, is a living organism. A pyramid is a tomb. Ouch.

Altogether, an impossibly lovely image. But what might this re-envisioning mean practically for our schools, and for us in advancement?

It means that our boards would remain squarely focused on growth, the securing of resources, and creating stability from which the tree can grow and thrive. Instead of seeing themselves as the “bosses”, they adopt a service-oriented mindset. They, like the rest of us, seek to serve the needs of those above them.

It means that our Heads provide that enduring support, and seek only to remain steady – lest the branches above begin to shake. They handle the administrative logistics. They mentor faculty. All their resources are pushed up to meet the programmatic needs of the school. With the help of the board’s resources, they provide our teachers, our product producers, the nourishment they need to do their best work.

It means our teachers, who are the source of our success stories, would be less stressed, more independent, feel more respected, and — this is key for us — be far more likely to stay where they are. That’s crucial, my friends. Because without leaves on our tree, we’re living in a permanent winter.

So what might this actually look like?

Let’s use this as an example: the opening week teacher meetings.

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This week is designed using the more conventional model – the one we’re trying to replace. This is management from the top-down. From the general to the specific. The many serve the needs of the few. We typically start these meetings on Monday with one big meeting. All the adults in the school come in for a group session. Perhaps there’s a keynote speaker, a presentation or an exercise. And – because bonding is important to us – we add a happy hour or similar at the end of the day.

What are our teachers, especially the newer ones, thinking? “Could I please just get some time in my classroom?!”

The next day (or days) we break into smaller groups, either by grade or division. Better. But most teachers are still anxious about everything they need to do to be ready for the first day of class. It isn’t until Thursday or even Friday that our teachers are free to spend a chunk of time in their classrooms, getting them and their own hearts and minds prepared to start the year.

Now, what if we flipped it? Just like we did our org chart?

Let’s make Monday a classroom prep day. All day. On Tuesday or Wednesday, we start to meet in larger groups, by grade, division, or by discipline. We end the week with the big group session, the speaker, the exercise. And the happy hour.

Our teachers might be far happier, don’tcha think!?

At the end of the day, the choice is yours: our school can be a tomb, or it can be a tree. And what do you lose in the process of turning things upside down? Nothing. At most, you’ll have only a moment of momentary confusion. And then you’ll start to see the benefits, almost immediately.

Teachers will thank you for providing a way for their “bosses” to see their value. And frankly, I’d love to tell that story to our supporters.

After all, who in good conscience could argue with an organizational chart that prioritizes teachers and students at the top?

I’d like to see them try.

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 Strategic Fundraising Plans 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, Sage Ridge 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.

The post How Do We Become Schools That Truly Value Teachers? appeared first on Barbara Barron.

by Barbara Barron | Posted September 12th, 2018

Let me start this by asking you a question: how many big asks have you made today?

“Well, Barbara, I asked my favorite barista Chloe for a little less foam on my latte, and then I asked Jason to re-send that e-mail he sent yesterday because it didn’t show up…”

I’m being silly here. Clearly, I mean big, as in, important asks. How many times today have you picked up the phone and asked a parent to give?

I imagine that most of us would answer with a big fat goose egg. Which is okay, honestly. There are likely a dozen reasons why. I’m not here to judge. Really. Rather, I’d like to pose a question to you:

Why, even though it’s our job to raise money for our schools, do we spend much of our time not actually asking for donations?

The answer?

Because asking is hard.

That’s right. Asking is hard. It’s tough to put yourself out there. I love it, personally, but that doesn’t mean I think it’s easy.

Here’s the thing: we naturally avoid hard things in our day-to-day. It’s very easy to stack our agendas with everything but asking.

But asking is what we should be doing. You and I both know that.

So how do we make what is always going to be hard to do, a little less painful?

I believe the solution is always in approaching it with confidence.

“Okay, Barbara. I’ll agree that confidence would help, but I can’t just magically become more confident…”

Sure you can! And there’s only one way to do it.

Do it regularly.

The reason we feel unsure is that we are out of practice.

So start by resolving to make a call with an ask every morning.

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First thing you do after you’ve had your coffee and have your wits about you. Can’t be an email. Has to be a call.

Can you agree to that? Write it down on a post it. Slap it on the monitor.

One ask every morning

I’m going to double down here: Make the most important call first. Just do it. I bet you’ll ride the wave of energy from that for hours!

See, it’s not just the best part of the job, it’s the most effective part – even if you aren’t feeling it. In every profession, whether you’re a cop or an attorney or a dentist or an airline pilot – there are parts of the job that are routine and easy, and aspects of them that no layperson can really do. That’s what makes them professions. Right? Right.

So, for us development professionals, the hardest part of the job is the ask. The fear of rejection exists in all of us – even those who don’t outwardly show it.

But it’s also the job.

Sometimes it takes extraordinary circumstances to see where you really thrive. Several years ago I worked at a school and for about six months solid, we worked to complete a major capital campaign. During that period, I routinely had as many as three big asks a day. My Head of School felt like he was about to collapse, but I was buzzing – even during my off hours.

I discovered that that was my happy place. Which means that my sad place is a week with no solicitations scheduled. When I see the calendar with open terrain, my energy sinks.

The ask is the most honest and real moment we have in this work. It’s the moment we get to (hopefully) look into the eyes of people who already care about our school and connect.

Connect, not sell. We’re not salespeople. We don’t have to sell our schools and their programs to these fine folks. We meet with people who are already believers. The hard work of touching their hearts has already been done. By our teachers. Coaches. Advisors.

Our job, in advancement, is to translate the feelings our supporters have into action. We give believers the opportunity to express their support in the form of a money gift.

We don’t create the feelings. We simply help others put them into fruitful action.

Yum.

“Hmm. That’s beautiful, Barbara. But that doesn’t make the morning ask any easier…”

Sure it does!

Because in those breathless moments before your donor arrives, or as the phone rings, you can tell yourself: “I’m about to have a conversation with someone who believes in my school as much as I do.”

That’s all you’re doing: having a conversation with an intent to collaborate.

That sounds like a fun bit of ego-less problem-solving! A way to connect with someone right after breakfast!

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I’ve written previously about how some of the lessons they teach in improv comedy are helpful for our profession. And you’ve no doubt read (or heard of) Malcolm Gladwell’s Outliers: The Story of Success and heard of the 10,000-hour rule. What’s the overlap, here?

You have to do the hard thing a lot to become a master at it, to harness your fear of it and turn it into power.

Think Stephen Curry shooting 3 pointers until his arms feel like lead.

Or Yoyo Ma, going over the same arpeggios for hours every day.

If you’re feeling really out of practice, which can happen after a day or two of not making any big asks, practice with your team. They might find the request strange – but they shouldn’t. Practice in a no-fail environment first, then take your act on the road.

Take 15 minutes at a Development Committee meeting or (even better) Trustee meeting and lead a practice session for them. Have them ask the person next to them for $5,000 for the Annual Fund.

Need a script or some talking points? Here you go:

1. Tell the person next to you about the specific program/initiative at your school that excites you most.

2. Explain why. (This should be easy.)

3. Follow up with: “So many people feel like you do about [that program/initiative.] Would you consider joining us with a gift of $5,000 to support its successful launch?”

4. Now, wait. In silence.

From that point on, instinct will take over.

Do that a couple of times. Do it in pairs. Then switch partners.

Heck, I’ll do you one better. If you, your Head, or one of your trustees, is feeling less than confident, maybe even a bit intimidated to ask for a gift for your school, I volunteer to practice with you over the phone.

I write this because I love my professional community, and I’m always happy to talk to a member of it. Even a total stranger!

Here’s how it’ll work: you have my e-mail and phone number and Twitter handle. Reach out via whichever method you like, and we’ll set up a 15-minute call in the next few days. (Obviously not if it’s a major holiday, yada yada, etc.)

We’ll shoot the stuff for a few minutes, then roleplay your big ask a few times.

Sounds like fun, doesn’t it? I can’t wait.

barbara@barbarabarron.com

860-604-9081

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 nearly 20 years. In that time, I’ve had the pleasure of creating and implementing successful Strategic Fundraising Plans 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, Sage Ridge and others. (Maybe we’ve met!)

Nothing makes me happier than seeing a struggling school start to thrive. I’m sure 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.

The post How Can We Get Better at Asking Parents for Gifts? appeared first on Barbara Barron.

by Barbara Barron | Posted June 13th, 2018

Quick note from Barbara: So excited to share this work, which is a collection of advice from many trusted friends and collaborators. For those of you who came here by word of mouth, the fastest way to get the “Culture of Philanthropy” PDFs are by signing up for my mailing list. By doing so, you will automatically be sent to the download links, which you can use and share widely. Thank you!

The “culture of philanthropy” question is a very common one to be asked when a school is undergoing the process of accreditation or re-accreditation. But it’s a valuable subject to engage with regardless of where a school is in its accreditation cycle. It effectively boils down to three questions:

1. Does your school have a culture of philanthropy?
2. How does your school measure philanthropic success?
3. How does your school adjust your philanthropic strategy?

So let’s take these one at a time.

Does your school have a culture of philanthropy?

Well, yes. Of course we do!

Seeing as how you can’t just answer in the affirmative – shucks! – perhaps this question is better phrased as, “How do you define your school’s culture of philanthropy?”

Ah, yes. That makes more sense. What we are trying to understand is: what about our definition of philanthropy overlaps with a generally accepted concept of philanthropy. After all, no two schools are the same, and therefore no two advancement programs are identical.

But surely we can agree on what a culture of philanthropy means, right?

Of course, we can. And here’s a fantastic answer to that question, boiled down:

‘Yes. At our school, we believe a “culture of philanthropy” is a “culture of giving.” Which is why, at our school, the work done to raise money to support our mission is done in the light of day.’

Simple, but that’s basically the first box that needs to be checked. If you take anything from that answer, let it be the last five words: “done in the light of day.”

Why is this important? It’s an assurance. And it firmly establishes advancement in its proper, central role in the business of our schools and the advancing of our missions.

For a school with a healthy culture of philanthropy, fundraising is not a dirty word. The development office is not hidden away in the bowels of the school. And philanthropy is everyone’s work, not just the work of a few.

It’s visible. It’s professional. It’s even, dare I suggest, joyful.

What does that really look like at your school? It’s vital that you are able to articulate your own true answer. But now that you know the question that is living behind the question and can craft your response accordingly.

Let’s move on to the second question.

How does your school measure philanthropic success?

Another question with a question beneath it.

Would we, as a school, consider ourselves philanthropically successful if we simply met our financial goals 100% of the time?

Well, no. See, that’s only part of the answer.

What this question is trying to trick you into thinking is that philanthropy is about a monetary end goal. When, in fact, you will never “have enough money” to cover everything your school needs. You will never reach the fabled land of solubility. And anyone who has been in the game long enough knows that that’s not what it’s about.

So what is it about, then?

It’s about your methodology.

Because you can absolutely have a school out there that meets its goals 100% of the time but crushes the souls of every person who comes into contact with it. In fact, you might have worked for one of them.

But that’s not what we want, is it? We want to create – say it with me, now – a “culture of philanthropy.” So this question now becomes:

How does your school responsibly raise money?

Ah, there it is. It comes down to, “How do you do it?!”

Methodology.

We want to understand what we truly consider a philanthropic win and the actions you take every day to work towards them. Specifically? How does your school make everyone (faculty, parents, administration, and most especially trustees) aware of all the small ways they can be part of creating a culture where support is valued.

How does your school educate its community about the roles they can play to build an atmosphere where the cultivation of support is possible? Likely. Inevitable!

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So let’s look at a possible template for your response. Something to work from.

At our school, we consider “philanthropic success” to be the checking off of four boxes:

1. A meaningful relationship with a donor that is mutually beneficial and rewarding, and begins the moment the donor first steps foot on campus.

2. A transparent and open-hearted conversation with a donor that continues throughout their child’s tenure at our school, and beyond, resulting in many gifts to our school, all joyfully made, regardless of size.

3. An educated donor base that, if asked, could name the specific ways in which their collective giving has transformed our school and set us up for future philanthropic success.

4. An administrative team and trustee base that, if asked, could also name the specific ways in which donors have collectively provided resources for our school and set us up for those future philanthropic triumphs.

…at which point you should be able to articulate the specific strategies that your school utilizes that meet all four of these objectives.

Here’s something interesting: did you notice how all four of these “boxes” are about a methodology of cultivating relationships that guarantees responsible stewardship?

That’s important.

Because if your answer to this question is all nuts and bolts, without guiding principles, then you do run the risk of seeming like you’re not working from a responsible ethos.

And, on the other side, if you answer all from ethos, then you run the risk of seeming like you have no actual best practices.

Tricky, tricky — isn’t it?

Let’s take a look at the last question.How does your school adjust your philanthropic strategy?

Or, in other words, “Who at your school calls the shots? And how do those decisions get made?”

This is a big one. Because the culture at a school is ultimately dictated by the power structure that exists within it.

In other words, if you work at a school with a diminished or relegated advancement program, odds are pretty good that your “culture of philanthropy” is almost purely aspirational, right?

Right.

Instead, and this is a pretty seismic shift: You need to be an institution where the perspective of the advancement program is sought and considered before any major decisions are made.

These decisions include, but are not limited to:

• programmatic changes
• capital campaigns
• the succession planning and transition of top leaders.

Why? Because the advancement program is hard-wired into the community in a way that no other aspect of a school is.

And – this is going to blow your mind, but… here goes…

Culture is the same thing as community.

That’s right. The development office staff often has intel about our families that no one else has. The development office staff, when well-positioned, can help communicate and persuade in a way that no one else can. The development office staff close an essential feedback loop between the school and community that it serves.

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Without the advancement team weighing on all major decisions and being notified of the small ones, our schools are working without all the information and – most important – potentially without the support of our constituencies.

In other words, without our advancement team seated at the table with the Head of School and its volunteer leaders, we can not say we have a “culture of philanthropy.”

We simply can’t.

So, how does this look on our primer? Well, it probably starts like this:

“At our school, philanthropic goals are set by the Board; philanthropic strategy is developed and implemented by the Head of School and the advancement program. We meet regularly to discuss and respond to issues related to our community. We work collaboratively to meet goals we made, together…”

From there, you’re talking about specific instances in which you, the advancement professionals, collaborated with the powers-that-be to make well-informed, thoughtful decisions that took into account the four necessary qualifiers for “philanthropic success.”

See how it all comes together to create the fabled culture of philanthropy?

So maybe at this point you have more questions than answers. That’s okay. Maybe you’re realizing that the culture of philanthropy that you need to be able to define for your self-study process  — or simply because you understand you need it  — doesn’t exist quite yet at your school.

That’s okay.

You may be earlier in the process than you thought. There’s nothing wrong with that. Let me be here to help you out.

I’ve created three handy downloadable primers that you can print out and bring to your next meeting. You can get them by subscribing to my newsletter.

These “primers”, like this article, are meant to be conversation starters. They should serve as a valuable jumping off spot, from which you and your team can develop a comprehensive list that truly reflects the uniqueness of your school.

All I ask is that whatever amazing ideas you come up with, share them with me!

barbara@barbarabarron.com

860-604-9081

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 nearly 20 years. In that time, I’ve had the pleasure of creating and implementing successful Strategic Fundraising Plans 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 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.

The post How Do We Create a “Culture of Philanthropy” At Our Schools? appeared first on Barbara Barron.