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The Life Cycle of an Independent School Parent Donor

The Life Cycle of an Independent School Parent Donor. Barbara Maduell, CFRE, Senior Consultant PNAIS Institutional Leadership Conference October 27, 2008. How Your Schools May Be Different. Range of grades served Demographics of local and independent school communities Sources of revenue

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The Life Cycle of an Independent School Parent Donor

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  1. The Life Cycle of an Independent School Parent Donor Barbara Maduell, CFRE, Senior Consultant PNAIS Institutional Leadership Conference October 27, 2008

  2. How Your Schools May Be Different • Range of grades served • Demographics of local and independent school communities • Sources of revenue • Culture of philanthropy • Age of school • Case for support: “THE GAP”

  3. What Your Parent Donors Probably Have in Common • Limited “shelf life” • Motivation is personal vs. altruistic • Already pay fee for service (tuition) • New to giving, but also… • School is high philanthropic priority

  4. Core Sample Trends for Giving to Independent Schools (in Inflation-Adjusted Dollars)

  5. In Vitro: The Prospective Parent • Expanding your database • Prospect research: partnership of advancement team • Admissions: Inform/educate/engage • Consistent, reinforced messaging • Relationship is transactional • Giving might be, too

  6. Birth to Toddler: The New Parent • Room Reps and others as prospect researchers • Development team identify and sort transactional and transformative donors • Educate about role of philanthropy in school budget • Cultivation strategy: Buy-in of core program/engagement in community • Case is from students’ perspective • New Peer Influencers bring more into the sandbox

  7. Youth: The Settled Parent • Transformative donors at peak giving • Transactional donors bring in peers • Goal of 100% participation • Solicited become solicitors…and • Ambassadors/Peer Influencers who “get it” • Leadership qualities emerge and find a home • Case is sustaining and growing excellence • Let go of the no-go

  8. Adolescence: The Graduating Parent • Shifting priorities: preparing for next phase • Unrestricted major donors: from annual to endowment or special projects • “Class as Donor” appreciation ever more important • Individual stewardship plans developed • Case shifts to appreciation, in honor of children, next generation of their own

  9. Adulthood: The Alumni Parent • Full circle: transformative to transactional • Acquire/retain major donors in leadership • Recruit for Admissions • Case: From gap to continuity of school • New priorities, but maybe more discretionary income • External communications: treat as insiders • Emphasize alumni achievements • Engage alumni to retain parent interest

  10. Who Parents the Parents? • Be collaborative, but one person coordinates • Unique roles: • The Board • Faculty/staff • Administrators • Development team

  11. Thank You! Barbara Maduell, CFRE, Senior Consultant The Collins Group barbm@collinsgroup.com (800) 275-6006 www.collinsgroup.com

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