SBLs are responsible for addressing the greatest needs within their school – but what is their role in relation to the fundraising required to meet so many of these needs?
CREDIT: This is an edited version of an article that originally appeared on Fund Ed
Following the events of the past few years, it’s not surprising if educational leaders have temporarily set aside fundraising efforts. However, the pandemic has, in numerous respects, generated new demands that require attention.
These encompass issues ranging from the growing disparity in academic achievement to the surging count of students grappling with mental well-being challenges. Interestingly, data indicates that school administrators who allocate as little as five percent of their time to fundraising and engagement can effect substantial positive changes. Let’s delve into the reasons behind this phenomenon:
Vision
School leaders shape the vision and strategic plan of their school. Having a long-term plan in place is essential to fundraising success. You cannot ask for money without something to raise money for. Rather than running ad hoc fundraising activities, state schools need to cultivate a community of potential donors able and willing to invest in pupils’ futures in a more sustained way.
However, it takes time to build relationships with potential donors. Moreover, projects which require significant levels of investment, such as upgrading or building new facilities, will also require lead-in time to encourage donors to give. School leaders need to recognise the importance of establishing this long-term vision, and must share their plans with their community to make the vision a reality.
An engaged leadership
In schools that are just setting up a development function, it is likely that the head, potentially with other senior staff or governors, will be responsible for delivering fundraising. Even in schools with a dedicated fundraising role (whether full or part-time), the support of school leaders will remain essential in sharing the school’s vision and asking and thanking donors.
Indeed, according to research from the Institute of Development Professionals in Education (IDPE) on fundraising across both independent and state sectors, schools where the head spent at least five per cent of their time on development activities secured three times the average gift size compared with schools where the head spent less time*.
Developing relationships
Fundraising success doesn’t happen overnight. The IDPE’s most recent benchmarking survey suggests that in the first three years, the return on investment from fundraising can be slow (on average 0.4 to 1.2%). However, this grows to 4.3% in years four to six, with sustained investment.
This is because development isn’t just about the money. It’s about building relationships, inspiring your school community to believe they can make a difference, and helping them to do it. By building meaningful relationships, there is the opportunity that your supporters will not only give, but potentially give more, again and again.
Make fundraising part of school life
Development is a team sport. Every staff member has access to a network of potential supporters, and sharing these can significantly grow engagement across the school community.
Headteachers can support the development officer by encouraging fundraising to be ‘seen’ and ‘heard’ across the school. Equally, fundraisers must commit not only to building relationships with external stakeholders but getting to know colleagues across the school and understanding how to support them.
* From the IDPE and Graham-Pelton’s Schools’ Fundraising And Engagement Benchmarking Report 2018.
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