President’s Message – Opportunities to Grow

As part of my Advancement activities at King’s I visited Shanghai, China last month to host a school community gathering and meet with some of our families. This was a very successful trip, building strong connections that will lead to some exciting opportunities for the School.

But not everything went exactly to plan. Through this experience I am reminded of some valuable lessons learned from prominent Chinese-Australian Ballet Dancer and author Li Cunxin.

I was fortunate to hear Li give the keynote address at a National Boys’ Education Conference held at King’s, sharing his experiences and inspiring us by his story. His story is an incredible one, one full of oppression and hardship but also of determination, hope and love. Li credits his resilience in the face of adversity to honesty, integrity and dignity; traits instilled in him by his parents early on in life. During his speech, Li reflected on a fable told to him by his father, which he says, “Reminded me where I came from and how hard I need to try if I want to live a different life.” For Li, the fable of the tiny frog who wanted more than the walls of the dark well of which he was born into, gave him the drive and determination he needed to succeed.

In the beginning, Li struggled with the demands placed upon him at such a young age: to excel as a ballet dancer for the politically powerful, to study hard and succeed academically and to serve his country as a member of the Communist youth party. Chao Xao, a teacher at the prestigious Beijing Dance Academy, provided Li with a new perspective as he struggled with the conflicting demands. His advice to Li was to have patience and to enjoy the process of becoming the dancer that he strived to be. So often in life do we wish away the present in an attempt to get to a future that we just know will be better, that we ignore the beauty in the journey and arrive at our destination wondering where the time went.

As leaders, teachers and mentors, there is much that we can learn from Li Cunxin’s story. It is our responsibility to guide and encourage our students to follow their passions and go after what they want in life, even if the path isn’t an easy one. Success and failure are both part of the journey. Li stresses that failure can be one of the most valuable lessons in life and shouldn’t be overlooked as an opportunity to grow.  

International Conference update

Awards

Time to nominate your team, your boss, your colleague or yourself  for the Educate Plus 2018 Excellence Awards. Winners are announced and celebrated at the International Conference on 4-7 September, 2018. Click here to FIND OUT MORE.

Flights and Accomodation

We have partnered with ConferenceNational and have negotiated discounted accommodation rates and best fare of the day flights exclusive to conference attendees. But hurry, as these rates are available for a limited time only. To take advantage of the dedicated Educate Plus Accommodation and Flight Booking Tools, please click here  to book.

BOOK NOW: Discounted Accommodation and Best Fare of the Day Flights to attend the Educate Plus International Conference.

Welcome new members

We warmly welcome our new members who have recently joined the Educate Plus NSW-ACT Chapter. 

Committee member in the spotlight! Julia Glass Q&A

Meet one of your dedicated NSW-ACT Committee members – Julia Glass. Julia is  the committee’s Alumni SIG/PD Coordinator and is the Director of Advancement at International Grammar School in Sydney.

What do you like most about Educate Plus?

I love the opportunity to network with people in similar roles from different schools and universities, the collegiality and the sharing nature of the community.

How has Educate Plus helped you in your career development?  

The professional development opportunities I have participated in with Educate Plus have been invaluable. Equally, so many generous colleagues have shared their tips, tricks and challenges with me. I have also had the fantastic opportunity of leading the State Chapter Conference (in 2015), being a part of the Chapter Committee, and sitting on the International Conference Committee for 2018.

What is the most rewarding part of your Director of Advancement role at International Grammar School?

I enjoy being able to interact with so many different community members across the School, from teachers to parents to students.

Who would you like to be for a day?

New Zealand Prime Minister Jacinda Ardern, she’s such an inspiration!

Favourite movie?

Amélie – it’s so whimsical and magical.

Who has had the biggest impact on your career thus far and why?

Our Principal Shauna Colnan, she has really empowered me in my role at IGS, to be all I can be and to always strive for improvement.

Favourite travel spot?

I would have to say France, I lived and worked in Paris for close to four years and learned French all throughout school (at IGS!) and just love the culture. I dream of going to Corsica and Provence in the not too distant future.

What does being an Educate Plus member mean to you?

It means that I have the opportunity to meet so many new people, to learn and to present.

How do you define success?

Success is being comfortable with who you are, and having the confidence to adhere to your own set of values and beliefs, whilst respecting those of others around you.

Tell us something about you that might surprise us.

I love to be inspired by celebrity chefs and so far I’ve met Yotam Ottolenghi and Rick Stein! I’ve also seen Nigella and Jamie live at the Sydney Opera House.

Ten Top Strategies for Successful Engagement with Leadership – Suzanne Moorhead 

Recognised award-winning authority and adviser on fundraising and capital campaigns, Nick Jaffer – Global Philanthropic, has helped countless institutions achieve their vision and mission by maximising their fundraising performance. Nick has recently completed a national professional development tour visiting Educate Plus Chapters around Australia.

#1. Engage your leaders; the number 1 issue for a successful Advancement program

While the core business of schools and universities is education, as Advancement professionals we know the importance of strategic planning in order to provide sustainability for the future. Schools and universities are a business, but a business different to others. Whilst institutions can have a potential for greatness, they can lose momentum when the willingness to drive it forward is lacking. Without the passionate leadership of the Head or Vice Chancellor, advancement and philanthropy will falter.

Engagement with leadership is critical to the Advancement program, although it may take time to establish a relationship with a new incoming leader. Establishing regular and direct access and reporting to your Head or Vice Chancellor is crucial, and regular reporting to your Board is essential. You may have to adapt to reflect your leader’s style.

#2. What are the barriers to Senior Leaders taking on an Advancement role?

While the Executive may have proven skills in other fields, they may be lacking in knowledge and understanding (and even fear) fundraising and philanthropy. They may not know their role, or have had poor previous experience in it. And of course, there may be competing priorities in their lives, in the work environment, at home or in their personal lives. Respect this.

At some universities, Deans and Heads of School now have philanthropy KPIs attached to their roles, not as daunting as it may first seem. People say this only happens in American institutions but this is no longer the case; times are changing.  Their role may be in engagement and community relations, or in providing a knowledge and passion for the project. They don’t necessarily need to make the ask, but rather to be a part of the Advancement team when engaging with potential donors.

Fundraising and engagement are more about listening (80%) than about talking (20%). It’s about understanding and learning about your potential donor. This takes the pressure off your leaders and staff. Make sure your leader understands this.

#3. Where do I see my biggest challenge? Is it with the Board?

Board members (and indeed other Leadership members) can be ego driven, they can be successful and an expert in their own venture, but may not fully understand a school or university business. As with all of us, they need training and support. Make this part of the induction process where expectations are laid out, as well as through an ongoing narrative. Training for all is important from the Head down, so repeat the message often and keep it fresh. Bring in outside people to help. And, don’t worry if you think they’ve heard it before.  Apple doesn’t think you’ve forgotten what an iPhone is but they don’t mind telling you about it again – and few seem to be offended.

#4. Who is the best person to bring onto your board to support and grow philanthropy?

A Board has three key responsibilities: (1) approve the vision and direction of an institution; (2) monitor its progress towards achieving those goals, and; (3) ensuring it has the resources to achieve its ambitions.  What role does, or should, philanthropy play in supporting your institution’s mission?  How can we elevate the conversation about philanthropy to the Board level?

Why not bring a donor or a fundraiser on board to lift the culture of giving? They already have a proven record, especially if they are a parent or alumni with a passion for the institution. To quote Nick. “It’s easier to make a donor a board member than it is to make a board member a donor”. For those already on the Board, are they giving? We can’t ask others if we don’t give ourselves. To change the culture of our institution we must start from within, with the endorsement and example of the Head or Vice Chancellor.

#5. Talk the talk

Perhaps we find our Business Managers difficult to engage. Adequate resourcing is often a major problem and they may not see the long-term value of our vision. These are ‘numbers’ people so we need to present them with a sound model and our own numbers when presenting our case and asking for resources. Develop an appropriate narrative.

#6. Benchmarking and KPIs

Benchmarking can provide a compelling argument for resourcing and provide an evidence based argument. Ask:

• How do we stand up against other similar institutions or institutions to which we aspire?
• What resources do we need to do so?
• How can we resource more staff to raise more money?

Both Educate Plus and CASE have benchmarking models.

KPIs are useful not only in demonstrating your expertise and achievements, but as a basis for reporting.  If your Head or Vice Chancellor or Board hasn’t set your KPIs, then take the lead on setting them – and share them with leadership. An aware board becomes an engaged board.  Demonstrate the impact Advancement is making, not only in terms of numbers, but by telling the story of a donor, a student or a scholarship outcome. Don’t forget when presenting your case to talk about your achievements and wins.

#7. Seeing is Believing

A great way of getting your message across in a simple and visual manner:

#8. Develop a good internal communications strategy

While we may have a great external communications model we often don’t have a good internal one. Expand your narrative, explain what you are trying to do, train and invest in your internal network. Invite Heads or Deans to present to your team to learn their priorities – and for them to engage with your team and learn about how you can help them. Build your case internally, educate and communicate with the Board, with leadership, with staff, students and families.

#9. Engage with the wider team

Never underestimate your whole staff and community and their ability to be a valuable part of your engagement and advancement scenario. Use your students, your alumni, your current and retired staff to tell the story, pass on the message and inspire others to give.

Thank them, give credit and praise, share the success, and keep them informed.

Work with them to achieve your goals. Engage them and make them part of the vision and the philanthropic journey of your institution.

#10. Find your champions within Leadership, the Board or the wider community

We all have our champions so work with them to achieve your goals.  Never underestimate the importance of your relationships – up, down and all around.

And remember, the business of philanthropy is about propelling the vision of your institution into the future to help your community.

Suzanne Moorhead 

Writer: Education and Advancement

e: suzanne.moorhead1@gmail.com

This article can be shared on the following social media channels.

@Educate_Plus 
   

Demystifying Engagement and Philanthropy Questions, Answers and Lessons to learn – Suzanne Moorhead 

Nick Jaffer from Global Philanthropic, award-winning authority and adviser on fundraising and capital campaigns, recently completed a national professional development tour to Educate Plus Chapters around Australia. His practical advice and valuable insights struck a chord with both experienced and new practitioners from the tertiary and independent schools sector. Nick’s masterclasses were warmly received and we will take his experience and expertise back to our own Advancement communities. We also thank the associate speaker from each state for their input and ideas.

Questions to ponder

1. How can your institution maximise its fundraising potential in order to achieve its vision and mission?
2. Think strategically about what you want and how you are going to achieve it.
3. Think about where you are now and where you want to be in the future.

Consider your goals for the next year or two.

1. Is your primary focus to increase your donor base?
2. If this is the case, your focus will be on engagement which will support your Giving Program and in turn lead to long term fundraising.
3. Is your primary focus to raise more money?
4. The answer to this scenario is to focus on seeking major gifts.
5. How can we acquire innovative and creative strategies from the private and not for profit sector
6. Learn from your colleagues and mentors within the Advancement community. Find those lessons from each that you can apply to your own institution. Use the Educate Plus network.

The lessons we learned

Technology, Social Media and Engagement

LESSON 1: Know your constituency and your audience. Know your data base and your demographic. Where do your clients fit age-wise? We need to be tuned in to who our audience is, how they communicate and how they engage.

For those of us who work in schools whose audience is under thirty or forty years of age, know that they will be tech savvy. For those who work with an older demographic, perhaps older alumni, they may be less tech savvy.

If your school or university is on social media, a strategic and well-resourced approach is essential.  Without this, the likelihood of it being seen is small. Institutions are now spending a lot more time and money to get their story out. It’s not just about the number of ‘likes’ but about how your story is shared and how people become engaged with it. Level of engagement is a better indicator of success than number of followers. A planned approach is essential to get your alumni to engage with not only with your site but with each other.

Remember…

LESSON 2: Content is king – quality matters more than quantity. Ask what stories your audience wants to see, not what stories you want them to see. Your social media posts (and magazine content) are far more engaging and effective when the material reflects what is happening in the community. A broader engagement will be achieved when you connect with the wider world.

Use social media to tell and share your constituents’ recollections. Tell their intergenerational stories, their memories of school or university, their teachers, their favourite places.…remember it’s about their stories, not your stories. Engage in a way that is meaningful to them. This is a powerful way of not only engaging alumni, but using social media to increase fundraising

LESSON 3: Use a multi channel approach to enhance your fundraising.

SMS can take you to the next level as part of your engagement and fundraising program. Send a reminder to make a tax-deductible donation, or that Giving Day is just around the corner. Parents read SMS.

• Email has a low response rate; use email to save money.
• Use SMS If you want to engage people and make money.

Video is an incredibly powerful means of connecting with alumni and presents a great opportunity to get people meaningfully engaged. Haileybury has demonstrated success in creating an alumni culture through engagement, using a 10-part series of personal video stories (OHA Stay Connected). This conversation has become a powerful tool across the school community, connecting alumni with staff and students, as well as being used as a teaching tool at home and in their China campus.

Adopt a multi channel approach. Do a direct mail out, but add social media. If one approach doesn’t work try something else. Again, be tuned in to your community and know how the groups like to communicate and engage. Be aware of the differences.

Giving Days                    

LESSON 4: Online Giving Days are hard work – they require time, money and personnel. It is a very segmented process and needs a good data base. Giving Days can be an alternative to your Annual Giving Appeal and can pave the way for future Capital Campaigns.

Giving Days gained prominence during the Obama campaign and provided immediacy, feedback and success. The University of Sydney has used this strategy with great success in their 24 hour Pave the Way campaign involving staff, students, alumni and friends. The campaign engages supporters by offering them opportunities to support issues of personal relevance. Newsworthy issues such as disease, refugees, wildlife, Great Barrier Reef and Youth Mental Health research are examples.

 Brighton Grammar School held a very successful 24 hour Giving Day campaign using Charidy, a fundraising service provider for not-for-profit organisations (mycause is another provider). They more than doubled their target of $200,000 raising $425,000 in 24 hours, but also doubled their donors. In 2018, with a target of $400,000 they will raise funds for their first Indigenous scholarship. 

So how will your institution choose its theme or project? Look to what other stories are already out there in the media that might relate to your donors – and, of course, to your mission and vision. If your community is already aware of these issues they are more likely to become engaged with you.

Engage with neighbours and businesses around your institution. Remember to say ‘thank you’. Donors who receive thanks are much more likely to stay engaged.

Asia and International Fundraising

LESSON 5: Fundraise in Asia only if you have the time and resources. Look at where your resources are, don’t waste your money. Put your resources to best use…maybe that is at home.

Fundraising in Asia is all about building relationships and being trusted in those relationships. People need to be meaningfully engaged to give money so you need to spend time in Asia to build these relationships…at least 4 weeks a year. A trip to Hong Kong or China once a year is not enough!

There is certainly an opportunity for significant fundraising in Asia and China, more specifically. The number of high net worth individuals has surpassed the USA for the first time and the rate of growth in philanthropy is increasing, with a clear preference for giving to education. Australian and international institutions are viewed favourably due to the surety of how the money will be spent and how it will be managed. Whilst we may spend a lot of time and effort engaging with our local donors, how much time do we spend building similar relationships in Asia?

Consider who your institution may have in Asia to act as your trusted adviser and work with you in building those quality relationships long term? Perhaps an alumni or permanent staff member. If so, remember to bring them back to your institution often to keep them up to date, knowledgeable and supported. Whether you choose to engage with fundraising in Asia will depends on the quality of this person who will be the face of your institution. If you don’t have someone on the ground, consider outsourcing the role. For instance, Global Philanthropic currently supports a number of institutions in this way.

If you’re going to fundraise in Asia, consider establishing a Hong Kong Charitable Foundation to offer your donors tax-deductibility. Chapel & York’s HK Foundation for Charities facilities this through a pooled foundation, for a fee plus commission, whilst Global Philanthropic’s HK Foundation Service gives you your own foundation for a flat fee.

Adoption Programs

LESSON 6: Offer an adoption program – think outside the square and look for ways to give donor options which have a direct impact. Adopt an athlete or rower, an Indigenous student, an artist or performer or a country boarder. Adopta Student links the donor directly with their student in an ongoing journey. Remember, donors don’t give to your institution, they give through it.

Adoption programs provide a new and different way of raising money for scholarships which are otherwise often undifferentiated, whether at school or university level. Adopta Student allows your institution to link the donor directly with the adoptee in a way that allows for further engagement.

It also allows the donor flexibility to support their own passion and interests through the type of scholarship or part scholarship they elect to provide. The Adoption Program can be taken to another level with corporate bodies adopting a school, a classroom or a special research project.

Again, this is a story about relationships and fundraising and is another great story telling option for your social media and communications network.

LESSON 7: Philanthropic support is the end product of engagement

Building a successful fundraising program is never easy and there are no short cuts. However, Nick encouraged us all to think strategically about what we want and how to achieve it, but with realistic expectations. Fundraising takes concerted time, effort and resources – but the returns make it worthwhile.

Most importantly, fundraising is all about relationships and stewardship of these relationships is essential to maintaining engagement and growing your support.

Suzanne Moorhead 

Writer: Education and Advancement

e: suzanne.moorhead1@gmail.com

This article can be shared on the following social media channels.

@Educate_Plus 
   

Fundraising Round Table SIG Report – 30 May

On a cold and blustery afternoon at The Greens, North Sydney a group of experienced fundraising professionals met to share their collective fundraising experience over hot chocolates and chai lattes!  

Our session was titled ‘How to increase participation rates and revenue from your Building Fund’ and the conversation focuses on the role of the Building Fund, how it is marketed and how funds are used which was different for each of the schools present.

The conversation soon moved on to wide range of  topics that included;

• The merits of a holding a Sports Lunch
• To have or not to have a Foundation which needs to be reviewed on a case by base basis
• The effectiveness of 24 hour fundraising campaigns
• The role of past parents in your fundraising activities – it was agreed that past parents can be a very valuable audience to re-engage with
• Policies around naming rights for school buildings

The group of 9 Fundraisers agreed that is was valuable to share experience in an informal and intimate session and we look forward to follow up session later in the year.

Nicole Crabb 

Educate Plus Committee Member – NSW/ACT

Alumni SIG Report – 30 May

Advancement professionals from a wide variety of institutions gathered at St Joseph’s College to participate in the most recent Alumni Special Interest Group (SIG) that featured wonderful insight on how to best connect and engage with internationally based alumni.

As ever, the SIG provided an opportunity to learn from those leading the way in the industry.  Advancement professionals from the University of Technology (Sydney), Newington College, International Grammar School and SIG host, St Joseph’s, generously shared their experience, insight and key learnings in the highly engaging and interactive session.

Grant Birse (NSW-ACT Committee member)
Director or Community Relations
St John’s College, University of Sydney  

Admissions SIG Report – 5 June

The generous way the knowledge was shared by our members at our recent highly successful Admissions Sig was inspiring and great to see.  The morning saw 20 members, Educate Plus CEO and Operations Manger and chapter sponsor Geoff Anderson from SonicSight, travel from across the city for the table-talk session at the Kirribilli Food Co.

Questions and topics for discussion were gathered before the event and led to open and informative conversations.  Topics covered included online application processes, legal issues surrounding enrolment documentation, changes to privacy and discrimination laws, managing digital records and strategic planning. 

The morning was a great opportunity for members to share their knowledge and experiences, to network and to continue building friendships. If you were unable to join us on this occasion the notes will be shared. Educate Plus SIG’s are invaluable, so if you missed this one we hope to see you at the next Admissions SIG.

Belinda James | Registrar | John Colet School
NSW-ACT Committee member

Marketing & Communications SIG Report – 17 May

George Bernard Shaw once famously said…

The single biggest problem with communication is the illusion it has taken place. 

This quote framed our lively and informative discussion on Thursday 17 May, when a group of Marketing and Communications professionals came together at Santa Sabina College to explore the importance of internal communications for building positive stakeholder engagement. We used this quote to remind ourself that as Communication professionals – we need to be mindful of the different ways we communicate with our internal audiences.

We considered how parents, students, staff and ex-students interact with potential customers and prospects every day, and the importance of these stakeholders communicating the same marketing messages that schools build into external promotional campaigns. 

After reviewing different types of engagement strategies, we investigated different LMS platforms that schools use in communicating with parents and the challenges and successes that come from these systems.

The afternoon allowed us to ask questions and share ideas while networking with our peers and we all came away with clearer ways of executing our communication strategies in our different organisations.

Yvette Graniero
Director of Community Relations, Santa Sabina College

Achieving Synergy: The Three Elements of School Fundraising – By Dr Jason Ketter

School fundraising is a complicated beast. Without careful management, conflicting priorities can derail your best efforts. Principals and staff are often inundated with requests from a variety of worthy charitable organisations seeking assistance, at the same time as they try to support and nurture the bourgeoning philanthropic interests of students, who might be inspired to take action to combat poverty or fund medical research. In the midst of these requests, Principals may find it awkward to put forward their own school as a charitable entity, worthy itself of philanthropic support. Indeed, our experience and our research into schools reveals that many schools do not have highly developed fundraising programs, but they do express a sincere interest in promoting the social justice work of their students.

So how should schools balance these three elements of schools fundraising: external charities, student philanthropy, and the school’s own fundraising? The first step is to appreciate that all three elements are important in your fundraising approach, but they are best addressed in different ways.

AskRIGHT has recently produced a booklet, School Fundraising for External Causes, that seeks to provide schools with the tools to manage this first element of fundraising. Concrete steps you can take today include creating a fundraising policy, designing processes (that are communicated to your teams), and identifying your objectives. Taking a structured approach to external fundraising allows you to minimise disruption to school activities and maximise fundraising outcomes for the charities that your school is most passionate about. More importantly, it allows you to model responsible and compassionate philanthropy to your students.

The second element, which encompasses the growing culture of Youth Philanthropy in schools, is similarly important. Many students have an increasing appetite to raise money for causes that are important to them. Here at AskRIGHT, we are seeing this in schools of all kinds across Australia and New Zealand. Through their involvement in fundraising and philanthropy, students are learning social awareness, leadership skills, civic engagement, team working skills, service learning, empathy, assessment tools, and the spirit and meaning of philanthropy. Some of these young philanthropists already sit at the table of family foundations. Even among the majority of young people, who won’t ever be in the headlines for making million-dollar gifts, these qualities have an impact: making their communities better and offering help to those who need it most. They will become the next generation of strong, compassionate citizens.

Each school is unique, abiding by its own independent philosophy and mission. As a result, students’ philanthropic interests vary. But I observe that most have a social justice purpose — driven by the students’ sense of right and wrong, of individual and collective justice. These student programs often have the support of volunteers, teachers, and administrators and are becoming very effective fundraisers.

While many schools are adept at raising funds for external and student causes, they are not yet effective at managing this third element—the school’s own fundraising activities. Schools themselves are important charitable institutions and deserve philanthropic support, but they can find it difficult to find the resources to invest in the personnel and tools needed to commence a sustainable, and beneficial, fundraising program.

The answer is that the school leadership (board and executive) must find the will to act. Fundraising is a team sport. It can’t just be left to the fundraiser as the fundraiser needs the involvement of the board volunteers, the principal and deputy principals, the teachers, and other staff to promote and share the case for support. Further, fundraising is a profession and takes a dedicated budget that supports the professional/s who are implementing a fundraising plan, putting a great deal of time into running fundraising activities, and cultivating high-quality relationships.

A fundamental fundraising tool is a dedicated constituent relationship management (CRM) software system. Fundraising is about relationships and without a fit-for-purpose CRM designed to support lasting relationships the aspirational goals of raising significant dollars will be very difficult to realise. In a recent survey conducted by AskRIGHT, over 60% of the schools reported not having a CRM to support their fundraising activities (activities which raise monies for the benefit of their school) and yet the schools that had invested in a CRM were raising more money.

Schools must allocate staff time to work with volunteers to ensure that fundraising is done well and that the mission of the school is presented as important, effective, and worthy of philanthropic support. Schools must also find the will to set out the fundraising work as a strategic and operational priority and allocate sufficient human, marketing, and operational resources in the annual budget. Asking for a gift to benefit the school directly won’t erode support for the student project or other community support — it all helps grow the level of philanthropic support that makes each community a better place.

Dr Jason Ketter is a Senior Consultant with AskRIGHT, a fundraising consultancy serving clients in Australia and New Zealand.