Director of Institutional Advancement Columbia Grammar and Preparatory School

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Columbia Grammar and Preparatory School New York, NY Director of Institutional Advancement Start Date: July 2022 cgps.org Overview Columbia Grammar & Preparatory School (CGPS), a coeducational school for students Pre-K to Grade 12, balances a rigorous, comprehensive academic curriculum with the socio-emotional development of the whole child. Located on the Upper West Side of Manhattan, the school enjoys a well-earned reputation for empowering students in a supportive, warm environment where they can pursue academic achievement as they embrace social responsibility. Through engaging each child’s mind and supporting their curiosity, CGPS nurtures outstanding students who are prepared to excel under any circumstances. By the time they graduate, CGPS students possess both the compassion and imagination needed to become impactful citizens. As a complement to its rigorous college preparatory curriculum and character education, Columbia Grammar & Preparatory School prioritizes communication and community-building among its support teams, teachers, students, and families. Knowing that each student comes to school with a different background, culture, and perspective, CGPS strives to honor the tangible and intangible ways each individual's unique experiences shape their educational journey and enhance the community. In practice this means that the faculty and staff at CGPS help each student to seek out and take their own risks academically, artistically, and athletically—and appreciate the ways in which those risks connect them to other students. Thus, the CGPS program is meant to inspire students of all kinds to explore their passions and interests with the confidence that comes from having the support of dedicated, creative, highly-educated, and enthusiastic peers and role models. At this time, Columbia Grammar & Preparatory School seeks a Director of Institutional Advancement Director (DIA). The next DIA will be tasked with building a sustainable fundraising and constituent relations program. The DIA will provide visionary leadership to development and constituent relations (parents, grandparents, alumni parents, alumni, and friends), and programs in support of the School’s mission, vision and goals. Mission CGPS nurtures each student’s unique passions and talents inside and outside of the classroom, unifying and inspiring members of its community in a rigorous but relaxed learning environment, preparing them for the finest colleges and instilling in them the confidence, ethical values, and sense of purpose to embrace challenges, to achieve their dreams, and to improve the world. Vision Columbia Grammar & Preparatory School has a responsibility to our students, their parents, and society at large to help each child become a well-educated, responsible, caring, and productive person. Cultivating our students’ minds, supplying them with a substantial fund of knowledge and providing them with the basis for making sound ethical judgments remain the foundations of the School’s mission and philosophy. At a Glance Founded: 1764 Total students: 1160 Students of color: 350 Total faculty: 249 Faculty of color: 73 Faculty with advanced degrees: 151 Student/teacher ratio: 5:1 Financial aid awarded: $8.643 Students receiving aid: 193 Endowment: $41.5M School History Originally established in 1764 as a boys’ preparatory school for Kings College (or Columbia University as it’s known today), Columbia Grammar School functioned for 100 years under the direct auspices of the college, providing more than half of their student body. In 1864, the School’s relationship with the college ended and it became a proprietary institution, later achieving non-profit status in 1941. In 1956, it welcomed more students into the community when it merged with the neighboring Leonard School for Girls and became a co-educational institution. (Leonard’s interconnected brownstones on West 94th Street are home today to the prekindergarten through second grade students.) In 1969, the School’s name was officially changed to Columbia Grammar & Preparatory School. Shortly thereafter, CGPS began a tremendous physical expansion project, which created what is now the largest campus in Manhattan, educating nearly 1,300 students from prekindergarten to grade 12. In 2014, CGPS proudly celebrated its 250th anniversary as one of the oldest independent schools in the United States. The School Columbia Grammar & Preparatory School is committed to a rigorous and comprehensive college preparatory curriculum with a serious emphasis on art, music, and drama. The academic program is structured and balanced within the liberal arts and sciences in order to develop each student’s intellectual potential to its fullest. The program includes English, language arts, world language, mathematics, science, current and historical social studies, technology, physical education, and the fine arts. At the same time, the School recognizes its fundamental responsibility to develop good character, standards of conduct, and a sense of social responsibility within the CGPS community. The development of good citizenship in CGPS students is regarded as a crucial and integral part of their education. The School is strongly committed to coeducation and feels that a relaxed but structured social setting where boys and girls can learn together is the most effective educational environment. The CGPS campus boasts 200,000 square feet for facilities, spread across 12 buildings and three city blocks, and is just steps from Central Park. CGPS features 6,500 square feet of outdoor space for Grammar School students, a dedicated building and rooftop playgrounds for Middle Schoolers, and plenty of room for cutting-edge innovation in classrooms—as well as for athletics and arts spaces—for Prep Schoolers. CGPS is a member of the Independent Schools Admissions Association of Greater New York, National Association of Independent Schools, New York State Association of Independent Schools, the Parents League, the Early Steps Program, Association of Independent School Admission Professionals, and RIISE (Resources in Independent School Education). It also partners with TEP The Equity Project, the Boys and Girls Club of America, A Better Chance, the Boys Club of New York, Breakthrough New York, the Oliver Scholars Program, Prep for Prep, REACH Prep, and the TEAK Fellowship. Academics Grammar School  CGPS believes that in order for students to be successful in and out of school, they need to learn a set of social and emotional competencies (e.g., cooperation, assertiveness, responsibility, empathy, and self-control) and a set of academic competencies (e.g., academic mindset, perseverance, learning strategies, and academic behaviors). At the Grammar School level (prekindergarten-grade 4), these skills are explicitly taught, assessed, and interwoven into all learning areas. Middle School  The Middle School (grades 5-7) recognizes its responsibility to develop each student into a well-educated productive, capable, and caring individual. At the same time, the School is committed to a rigorous and comprehensive college preparatory curriculum. Thus, during the Middle School years, emphasis is placed on the continuing development of fundamental skills and critical thinking, as well as skills of collaboration, design thinking, and innovation. In the Middle School, CGPS takes pride in the excellence of its curriculum, the strength of its teachers, and the growth and caliber of its students.  Prep School  Columbia Prep (grades 8-12) supports and inspires students to develop into the very best versions of themselves. Throughout the Prep School, classrooms are alive with engaging discussions in subjects as diverse and comprehensive as neuroscience, migration, Greek tragedy, and linear algebra. Students and teachers are just as likely to be overheard having conversations in Spanish, Mandarin, Japanese, French, or Latin as they are to be talking through the abstract and quantitative elements of a calculus problem. Notably, there are magnificent ceramics, drawing, metalsmithing, photography, and digital photography studios across the campus. Students also grow their abilities equally in CGPS’s impressive computer labs, and in the theater, music suite, and dance studio. With over 50 Advanced Placement, advanced, and honors level courses; hundreds of English, history, math, science, art, technology, music, theater, and physical education electives; many clubs; and almost 40 athletic teams, CGPS embraces all forms of intelligence and aptitude, and ensures that there is something new for each student to learn every single day.  College Matriculation  CGPS students in the Classes of 2016-2020 have matriculated at the following institutions, among others:  American University  Bates College Boston College Boston University Columbia University Cornell University Barnard College Brown University Duke University Emory University Georgetown University George Washington University Harvard College New York University Northwestern University Skidmore College Stanford University The American University of Paris Tufts University Tulane University University of Michigan University of Pennsylvania  University of Chicago University of Miami University of San Diego University of Southern California  University of Wisconsin-Madison Vassar College Vanderbilt University Washington University in St Louis Wesleyan University Wake Forest University Williams College Yale University See the full list. The Arts Visual arts programming at CGPS is rich and varied; it includes everything from art history to metalsmithing to ceramics to drawing. Grammar School students spend their first years in the art studios exploring with art materials and learning fundamentals of color, line, and shape through drawing, painting, collage, printmaking, and sculpture. By the time students reach Prep School level courses, they have a general understanding of the principles and elements of art, including composition and design; the incorporation of technology, art theory, and history; and the ability to discuss the formal elements of art with knowledge and objectivity.  The performing arts and music are equally important to the CGPS program. Beginning in fourth grade, students have opportunities to act, dance, and sing in musicals. In the Prep School, two musicals, performed in the Off-Broadway-sized theater, directed by faculty and choreographed by Broadway professionals, are spectacular highlights of the year. The musicals are divided by class years to give every student an opportunity to grow as a musician and actor. Music programming similarly builds on itself to challenge and engage students. Beginning in the third grade, students may choose from four instruments; by Middle School they can choose from 19, and play in the band, big band, or orchestra. In the Prep School, student musicians can choose from several academic or club-level ensembles, and groups and are afforded time to practice during the school day.  Athletics In alignment with the School’s philosophy of a balanced education, the Columbia Prep School Interscholastic Athletic Program focuses on both the technical and moral development of the athlete. CGPS athletics strive for growth and development of character, personality, sportsmanship, teamwork, and skill. Students are always expected to compete with pride and honor, gain an appreciation for sports, and develop their overall responsibility. CGPS has a strong participation rate in the athletic program. Nearly 60% of the student body in grades 7-12 is on one or more of the 39 competitive teams. With over 50 coaches on the staff, student-athletes experience some of the finest coaching that the city has to offer. Sports offered include cross country, soccer, tennis, volleyball, basketball, ice hockey, swimming, baseball, golf, lacrosse, softball, and track and field.   School Life At CGPS, the five core values that underpin curricular, extracurricular, and social-emotional life are: Balance, Curiosity, Excellence, Integrity, And Unity. These pillars—along with the School’s mission—anchor and inform all aspects of the CGPS student experience. In particular, these values drive the myriad community-building activities that take place, daily, across campus. The Lion Link program is a perfect example of the way in which the core values dovetail with student life. This Middle School leadership program pairs a new incoming Middle School student with a current CGPS Middle Schooler. The expectation is that Lion Link members will act as a mentor to their new student buddy and, in a sense, become an ambassador for the School. The program recognizes the value of social connection, as well as the importance of helping others acclimate to a new community. Service learning is another hugely important piece of student life and community-building at CGPS. In Middle School, the goal is to develop social awareness through direct and indirect service learning. Students deliver meals to the elderly with CityMeals, spend time at an elderly home and day care center, and run bake sales and donate the money raised to carefully selected organizations. The Middle School also invites guest speakers from a variety of charitable organizations. At the Prep School level, students are asked to identify the type of community service that they are most interested in and to advocate for themselves in finding such opportunities. Throughout the year, students are made aware of specific service events where they can join their friends in serving the community at large. In the spirit of service to others, students are encouraged to work beyond the basic graduation requirement of 60 hours. Community service hours must be spent working directly with the disadvantaged, disabled, elderly, or the environment. Additionally, the Prep School offers a robust club program, including many clubs related to world languages, music, politics, art, academic subjects, performance, and much more. The over 100 active clubs meet during school hours, one period per six-day cycle. Students may participate in one to five clubs each school year; they are full-year commitments. Because clubs do not compete with sports, theater, or other after-school activities, club involvement is high, and most students actively participate and rise to leadership positions over time. Notable clubs include the Blue Key Club, which provides student tour guides to the Admission and Enrollment Management Office; CPTV and Columbia Blue, the School’s television station and newspaper; MECA, the School’s diversity and inclusion club; Model UN, Mock Trial, and Debate clubs; and several music ensembles and singing groups.  New York, New York New York City, with an estimated population just under 8.5 million, is the most populous city in the United States and boasts a land area of approximately 300 square miles. Situated on a massive natural harbor, New York City today consists of five boroughs, each of which is a separate county of the State of New York. At its core, New York is an international city. Over one-third of the population was born somewhere other than the U.S., making it one of the most fabulously diverse cities in the world. As a top-tier metropolis that showcases everything from architecture and art to science and sports, New York is a city that can speak anybody’s “language.” The city offers stunning views from the Top of the Rock, the Empire State Building, and One World Observatory. For those who prefer to keep sightseeing at ground-level, NYC’s art scene is unparalleled. The Metropolitan Museum of Art, the Museum of Modern Art, the Guggenheim, and other museums present great art from around the world, while galleries in the Lower East Side and Chelsea promote new talent. There’s much more to savor than art, however. See the famous blue whale and animal dioramas at the American Museum of Natural History; learn about America’s most famous jazzman at the Louis Armstrong House Museum, and about the history of Lower East Side immigrants at the Tenement Museum; and walk along the deck of a World War II aircraft carrier at the Intrepid Sea, Air & Space Museum. Additionally, adults and children alike can enjoy thrilling performances on Broadway, and at the Lincoln Center, and Barclays Center. The athletic crowd appreciates that New York’s professional sports scene includes nearly every type of game imaginable. It’s never a dull moment for New York sports; NYC is the place where the famous “Shot Heard ’Round the World” and Willis Reed’s limping out onto the court in the NBA Finals were etched into history, and where the world’s best athletes compete in marquee annual events like the U.S. Open Tennis Championships and the New York City Marathon. New York is a foodie’s heaven. An estimated 60 international cuisines are served in the city’s 23,000 restaurants. And the chefs are always innovating, whether combining old-school recipes with new ideas for main courses or creating new desserts that people will line up for hours to try. The city has thousands of places to dine featuring cuisines from around the world. If the city itself cannot hold your attention, it provides easy access to spectacular beaches on Long Island, picturesque mountains upstate, and rolling Hudson River valleys—all just a few hours’ drive from the heart of Manhattan. Challenges and Opportunities The next Director of Institutional Advancement (DIA) will be tasked with building a sustainable fundraising and constituent relations program that builds on the school’s strengths while filling in the considerable gaps in the office’s structure and approach to its work. At the moment, the Advancement staff includes two professionals – ostensibly an Annual Fund director and a communications associate – plus the DIA. A fourth, largely administrative position is also part of the existing team and is currently unfilled. The needs, in order of priority, include a database manager (the school uses Raiser’s Edge, this position is posted and expected to be filled shortly ), another communications person, an events person, and an alumni relations person.  Making the case to hire the needed staff will be one of the new DIA’s first priorities. Another ongoing challenge for the new DIA will be crafting an overall case for support for CGPS. Although the school raises roughly $5 million a year annually (including a top gift of $450K), the school doesn’t distinguish among current unrestricted gifts (Annual Fund), current restricted gifts, and gifts for program and facilities. Developing a culture of philanthropy based on cultivation and relationship building must ultimately replace a fundraising effort that has been largely transactional over the years. Creating marketing materials and messaging to support the case for support will be essential. CGPS is a big school, with 869 current families, a $60 million operating budget, and $8.8 million in financial aid. While 100% of the board contributes annually, only 50% of the current parents contribute to the school each year. CGPA has completed a feasibility study conducted by CCS that demonstrated the capacity to raise $25 million for its campaign to make extensive renovations to the high school. CGPS’s constituency has the capacity to raise such a number, but it will require building the infrastructure to meet its goal and set up the school for sustained fundraising success over time. CGPS is poised to have a leader for Advancement who knows how to create the nuts and bolts of a successful program. The successful candidate must have not only the vision and experience to build the program, but must also be an excellent manager, mentor, and doer. The new DIA will possess the patience and take a long view, helping relieve the Board who, for the most part, has carried the responsibility for soliciting donors each year. The Heard of School, division heads, Director of Admission, and the CFO are poised to be helpful partners with the DIA as CGPS steers its Advancement program in new and necessary directions. Responsibilities of the Position Reporting to the Head of School, the Director of Institutional Advancement works closely with the Head of School and the Board of Trustees, including staffing the Development Committee, and related Board task forces. Specific responsibilities include: Provide support to the Head of School in fulfilling his advancement responsibilities; Develop strong working relationships with the Board and other key constituencies; Externally represent Columbia Grammar to current and prospective support constituencies; Sustain and enhance current development, alumni relations, and parent programming; Help implement annual support goals, with an emphasis on operating funds and endowment; Increase annual giving participation and dollars; Formulate leadership gift solicitation strategies; Ensure prompt and accurate gift and pledge recording, acknowledgement, and compliance with school policy and philanthropic best practices; Serve as an effective mentor and communicator to constituents with different personalities and cultures; Enhance the school environment by serving as an active and visible community member. Qualifications and Qualities of the Position Columbia Grammar & Preparatory School seeks a Director of Institutional Advancement who possesses the proven leadership, communication, and interpersonal skills to help the School maintain its commitment to academic rigor and a student-centered experience. The School seeks a candidate who leads with imagination, vision, energy, and drive. The following qualities are welcomed: 7-10 years of leadership fundraising experience, including campaign planning and management, ideally in an independent school, college, or university; Impressive track record in fundraising, communications and/or alumni administration; Track record of conceptualizing, planning, and cohesively integrating a full range of advancement programs; A firm believer in the School’s values and the capacity to articulate the case for support of Columbia Grammar; Contributor to the overall strategic planning of the School; Excellent communication skills, both oral and written, and a sophisticated understanding of what should be communicated to different audiences; A decisive and confident leader, embracing the School’s culture and with the ability to develop consensus; Highly professional team-player, with a strong sense of integrity and desire to work effectively with colleagues, volunteers, and boards; Thorough grasp of the current trends in advancement and issues facing independent schools. The School is open, however, to candidates who may not be sitting development leaders but have the raw materials to grow in the position and be a true fit with CGPS, the Head of School, the Board, and its constituents. Personal Characteristics Child-oriented and committed to education; Ability to understand and embrace the mission of the School; Strategic thinker who sees the larger picture; Ability to manage and mentor staff; A good listener; A strong, team player; Empathetic, open, and warm; Fair, but with high expectations; Community-minded; Versatile and flexible; Confident voice in the room; Superb people skills; Process-oriented; Discreet; Excellent communication skills. Compensation package will be highly competitive and commensurate with experience. To Apply Interested and qualified candidates should submit electronically in one email and as separate documents (preferably PDFs) the following materials: A cover letter expressing their interest in this particular position; A current resumé; A list of five professional references with name, phone number, and email address of each (references will not be contacted without the candidate’s permission) to: Jonathan K. Ball Managing Associate: Advancement **** or John G. Clark Senior Consultant **** ,@type:JobPosting,responsibilities:,validThrough:2022-04-26T04:00:00Z,title:Director of Institutional Advancement | Columbia Grammar and Preparatory School,datePosted:2022-02-24T22:42:40Z}

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