Many school constituents recognize that advancement traditionally means fundraising. It is important to make the distinction that this work is in fact philanthropy: that is, cultivating in the school community the desire to improve the material, social, and spiritual welfare of the school, its teachers, and most prominently, its students. In short, fundraising is about gifts; philanthropy is about building community and building momentum.
While it is important that a school provide its constituents and stakeholders a long view – a strategic and thoughtful view - of how current aims at the school fit within the context of what's come before and what's next, it is equally important that the school’s efforts at cultivating philanthropy reflect the independent school way of life - friendship, service, energy and optimism. An inclusive atmosphere and welcoming learning environment make it easy for parents, friends, constituents and stakeholders to belong and to take a lead role in the community by giving to the school in a framework of forwarding the mission and organization.
So as teachers are hard at work making a difference in the classroom daily, advancement personnel are hard at work contacting, cultivating, reconnecting and stewarding donors, processes that, like teaching, are as much an art as a science. In times of economic stress and uncertainty, it seems likely that in the advancement office, the art outweighs the science. Consider that in recent years there has been a 10.7 percent drop nationally in giving by individuals. It is important to understand the true effects of the recession and how uncertainty in “the market” informs donor behaviors. Even as the stream of resources may weaken, the needs of the school remain constant or grow. Schools seek to thrive during these challenging times by continuing to appeal to donors’ interests and nurturing donor relationships, cultivating and stewarding their friends enthusiastically.
Advancement is vital in bringing resources to bear on good teaching. Critical, in the small school especially, is support for really good people who are doing real good in the world and who are willing to put themselves on the line to do that good. Furthering those who seek out originality and imagination - the things that make a schools’ constituents say, "Wow!", of the school - and then leading others to support it.
