The Development Associate plays an instrumental role in Marymount’s Development Office, working with the Director and Associate Director of Development to ensure the success of the current capital campaign, as well as annual fundraising initiatives and events. The Development Associate will handle a variety of tasks related to managing relationships with current and prospective donors. The Development Associate coordinates fundraising strategies and implements fundraising initiatives directed toward new donors and maintains relationships with existing donors.
The duties outlined below are considered to be the most significant responsibilities of the Development Associate and are essential for effective performance in this position. Responsibilities include, but are not limited to:
Cultivate, solicit, and steward donors;
Conduct research and develop donor profiles for briefings;
Assist in developing campaign and annual fund communications and materials;
Attend and assist with all fundraising, cultivation, and stewardship events;
Research and draft grant proposals;
Maintain accurate moves management data entries for past, current and prospective donors;
Acknowledge pledges, donations, and follow-up on outstanding pledges;
Produce standardized and specialized reports in Raisers Edge, as needed;
Provide administrative and clerical support such as keeping calendars, scheduling and preparing materials for meetings, note taking, managing mail, and performing other tasks to support the Development Office functions.
Qualifications and Competencies:
Minimum of 3+ years development or fundraising experience, ideally in an independent school;
Appreciation of Marymount’s mission and the ability to effectively communicate it;
Understanding of donor prospecting and moves management;
Proficiency in Raiser’s Edge database and Microsoft Office programs (Word, Excel, PowerPoint);
Deadline oriented with the ability to prioritize competing tasks and work on multiple projects;
Exceptional attention to detail and follow-through;
Excellent communication (both written and verbal) and interpersonal skills;
Self-starter with a demonstrated ability to work independently and in a team to achieve goals;
Passionate about continuous learning and professional development;
High professional and ethical standards;
Ability to work evenings and weekends as needed in support of Development initiatives and events.
About Marymount School of New York
Marymount School is an independent, Catholic day school that seeks to educate young women who continue to question, risk, and grow—young women who care, serve, and lead—young women prepared to challenge, shape, and change the world.
Marymount is a college preparatory school for girls, committed to the development of the lifelong skills of critical thinking and problem solving. The dynamic and inquiry-based academic program promotes in each student a respect for her own unique abilities and a commitment to responsible living in a changing world. Marymount welcomes diversity and draws upon it to foster cultural sensitivity, religious understanding, and a global perspective. The School is housed in three campuses on the Upper East Side of Manhattan. For additional information on the School, please visit www.marymountnyc.org
Marymount seeks educators who are committed to learning and teaching in a collaborative, student-centered environment. In addition to being innovative instructors in their respective classrooms, faculty are expected to be active participants in the School community. Teachers serve as mentors, advisors, or supervisors to students in a variety of school activi...ties and contribute to the life of the School through chapel services, staff meetings, parent events, etc. Teachers also have the opportunity to serve as coaches for after school sports or moderators of extracurricular activities.
An Apple Distinguished School, Marymount has a 1:1+ program (iPads in the N-V and MacBook Airs in VI-XII), and all teachers are expected to be comfortable using educational technology daily. With the School's modified block schedule in each of its four divisions (instructional periods of 50-80 minutes in the Lower and Lower Middle Schools and 60 or 75 minutes in the Upper Middle and Upper Schools), teachers are expected to have a range of appropriate instructional practices in their repertoire and be equipped to differentiate instruction to reach a range of learning styles.