Dramatic events continue to set the agenda for development programs in private-independent schools in unprecedented ways. Creative solutions to maintaining relationships with constituents In spite of the effects of COVID-19 have become the norm. Annual giving calendars have been reinvented and cases for capital giving are constantly being reevaluated.
Most recently, the national conversation about racial inequality has dominated most schools’ social media and internal communication channels. It has mandated a proactive response from Boards and administrations. As a development professional, you are often the “gatekeeper” for both the school and constituents who support it. What actions should you take that contribute positively to your school’s response and serve the concerns of your constituents?
To answer this and other questions facing development professionals in this year of change, ISM has solicited the advice of a group of 15 experienced development professionals from the US and Canada, representing all types of schools: day, boarding, religious, nonsectarian, PreK–12, and PreK–8. The opinions of this group, named the ISM Development Think Tank, will be featured from time to time in future publications.
Additional information was gleaned from the free webinar hosted by ISM, Neutrality Doesn’t Work: How Schools Can Respond to BLM and Black@ Instagrams, which can be viewed here.
Listen
Your first duty as a representative of your school and its mission is to create positive channels through which your constituents can communicate their thoughts and concerns. The proliferation of Black@ posts on Instagram and other social media outlets indicates the need for underrepresented groups in schools to be heard.
Encourage alumni, parents of alumni, grandparents, and current parents to take part in positive discussions. Make it a priority to keep the leadership of your school well-informed and actively contributing to creating effective response strategies. Remember that alumni who post about their experiences with your school are doing so because they care about their alma mater and look to make it better.
Take Ownership
When evaluating your school’s history and responding to the concerns of your community, take ownership of the attitudes and policies that may have been hurtful to some. Respond from a perspective of who you are and how that reality might be impacting your students and families. For example, many schools were established as “white flight” schools during racial desegregation in the ’70s. How does that inform who you are today?
Responses to your community should never be defensive or, conversely, express guilt. They should own your past and current problems in an authentic and honest way so you can set a course for change.
Tune in to live webinars every week during the school year to get specific, research-backed insight you can immediately apply at your school.
Act
Listening and responding to your community is important, but is not enough to fix problems that may have been part of your school’s historic culture. Demonstrating accountability for making the future better is critical to your credibility with your constituents, especially your alumni.
This article enumerated recommendations for action. In addition, Development Offices should be clear with constituents, including major donors and prospects, about the school’s cultural priorities. Ensure they know that the steps you take are authentic to the mission of the school and that they promote the long-term sustainability of the institution.
From the Board’s perspective, a clear stance on your commitment to inclusivity, equity, and racial justice will be critical for your school’s credibility in this effort. Consequently, we believe the Board would be well advised to revisit the school’s strategic plan and fundraising programs to include adequate support for these initiatives.
Schools are at a historic crossroads as we progress into the second half of this eventful year. Development Offices are the keepers of both the history of the school and its organizational conscience. Proactive listening, communication, and action serve to sustain your school through this momentous time.
