Position Purpose The Associate Director is an integral part of a dynamic Development team and frequently collaborates with the Director of SCH Fund, Director of Alumni Relations and Director of Parent and Community Relations as well as the Director of Development to implement and assist in the management of a comprehensive fundraising program. The Associate Director serves as a liaison in all areas of fundraising including prospect management and prospect engagement.
Manages the campaign steering committee.
Manages the prospect pipeline including coding, tracking, reports.
Generates and writes reports.
Develops prospect profiles.
Functions as the liaison to the SCH Fund Leadership Committee.
Is responsible for event management as it pertains to community engagement and fundraising.
Responsible for donor stewardship.
Is a liaison to the Development Committee of the Board of Trustees.
Other duties as assigned by the immediate supervisor and/or Head of School.
B.A. degree and a minimum of three to five years of experience in nonprofit fundraising.
Must have fundraising experience with a demonstrated track record of success in advancing annual giving, capital, or another development program of a similar type.
Exceptional oral and written communication skills and outstanding organizational skills.
Knowledge of Raiser’s Edge or other donor management software preferred.
Experience working with and training volunteers.
A results-oriented individual who demonstrates the ability to work well with people at all levels of the organization, warmly develops relationships with diverse constituencies, and simultaneously employs keen judgment.
Ability to communicate effectively with school representatives, parents, students, alumni, donors, and representatives from the business community.
Commitment to the School and its mission, program, and future aspirations.
Demonstrated attention to detail, creativity, and entrepreneurial spirit.
Proficiency with Microsoft Outlook, Word, Excel, and PowerPoint.
Application Procedures: Interested candidates, please e-mail a cover letter, resume, and contact information for three professional references to email@example.com.
About Springside Chestnut Hill Academy
Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education.
Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth.
Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives.
SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond.
Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.