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Development Assistant Jobs in Washington (NOW HIRING)

Acuity International

Administrative Assistant - BD

Reston, VA · On-site

$18.75 - $25.25/hr

The Proposal Development Assistant provides administrative and organizational support to the Chief Growth Officer and the broader business development/proposal function. This role is responsible for ...

MSCCN

Administrative Assistant BD - Reston VA

Reston, VA · On-site

$18.75 - $25.25/hr

The Proposal Development Assistant provides administrative and organizational support to the Chief Growth Officer and the broader business development/proposal function. This role is responsible for ...

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Development Assistant information

See Washington salary details

$10

$24

$36

How much do development assistant jobs pay per hour?

As of Jul 22, 2026, the average hourly pay for development assistant in Washington is $24.73, according to ZipRecruiter salary data. Most workers in this role earn between $19.86 and $27.21 per hour, depending on experience, location, and employer.

What is the difference between Development Assistant vs Fundraising Coordinator?

AspectDevelopment AssistantFundraising Coordinator
Required CredentialsHigh school diploma or equivalent; some roles may prefer associate's degreeBachelor's degree often preferred; experience in fundraising helpful
Work EnvironmentOffice setting, supporting development teamsOffice and event environments, actively engaging in fundraising activities
Employer & Industry UsageNonprofits, charities, educational institutionsNonprofits, charities, arts organizations
Common Search & Comparison IntentUnderstanding roles supporting development effortsLearning about active fundraising roles

The Development Assistant typically provides administrative support within development teams, focusing on data entry, donor records, and general office tasks. The Fundraising Coordinator, on the other hand, actively manages fundraising campaigns, organizes events, and engages with donors. While both roles support nonprofit growth, the Development Assistant is more administrative, whereas the Fundraising Coordinator has a more active, campaign-focused role.

What does a Development Assistant do?

A Development Assistant typically supports the fundraising and donor relations efforts of a nonprofit organization, educational institution, or similar entity. Their responsibilities often include managing donor databases, assisting with event planning, preparing fundraising materials, and providing administrative support to development staff. They play a key role in ensuring that fundraising campaigns and events run smoothly and that donors receive timely communication and acknowledgments. Strong organizational and communication skills are important for success in this role. Development Assistants often have opportunities to learn more about nonprofit management and fundraising as they gain experience.

What kind of assistants make the most money?

Executive assistants and specialized administrative assistants tend to earn the highest salaries among support roles, especially those with advanced skills, certifications, or experience in industries like finance or law. Their compensation often increases with proficiency in tools like Microsoft Office, project management, or foreign languages, and they may work in high-demand environments with longer hours or greater responsibilities.

Why is Gen Z struggling to get jobs?

Generation Z faces challenges in securing jobs due to high competition, limited work experience, and evolving employer expectations for digital skills and adaptability. Many entry-level positions require relevant skills, certifications, or internships, which can be difficult for new job seekers to obtain without prior experience.

What are the key skills and qualifications needed to thrive as a Development Assistant, and why are they important?

To thrive as a Development Assistant, you need strong organizational abilities, attention to detail, and a background in fundraising or nonprofit administration, often supported by a bachelor's degree. Familiarity with donor management databases like Raiser's Edge, Microsoft Office Suite, and online fundraising platforms is typically required. Excellent communication, time management, and interpersonal skills help you build relationships and manage multiple priorities effectively. These skills ensure efficient support of development operations, successful donor engagement, and contribute to the overall fundraising goals of the organization.

What Is a Development Assistant?

A development assistant handles the administrative and public relations aspects of fundraising for an organization. As a development assistant, your duties include working on donor relations, managing a database of fundraising efforts, and creating reports on individual and institutional donors. In this career, you may also direct public relations strategies to attract support for your organization. Qualifications for a development assistant job include a bachelor’s degree in communications or public relations and experience with fundraising efforts. You usually apply your skills for educational organizations, nonprofit groups, or other institutions that rely on donors for funding.

How does a Development Assistant typically support fundraising campaigns and donor relations within a nonprofit organization?

Development Assistants play a crucial role in fundraising campaigns by managing donor databases, preparing materials for outreach, and coordinating logistics for fundraising events. They often draft acknowledgment letters, track donations, and ensure donors receive timely communications. By working closely with development officers and other team members, Development Assistants help maintain strong donor relationships and contribute to the overall success of fundraising efforts. This collaborative environment provides valuable exposure to fundraising strategies and offers opportunities for skill development and career growth in nonprofit development.

What is a development assistant?

A development assistant is a professional who supports fundraising, grant writing, and program development for nonprofit organizations or development departments. They often handle administrative tasks, maintain donor databases, and assist with event planning, requiring strong organizational and communication skills.

Is being a BDM a stressful job?

A Business Development Manager (BDM) role can be stressful due to targets, client management, and sales pressure. The level of stress varies based on industry, company culture, and individual workload, but strong communication and organizational skills help manage the demands. It often involves meeting deadlines and achieving revenue goals, which can contribute to job stress.
More about Development Assistant jobs
What are the most commonly searched types of Development jobs in Washington? The most popular types of Development jobs in Washington are:
What are popular job titles related to Development Assistant jobs in Washington? For Development Assistant jobs in Washington, the most frequently searched job titles are:
What job categories do people searching Development Assistant jobs in Washington look for? The top searched job categories for Development Assistant jobs in Washington are:
What cities in Washington are hiring for Development Assistant jobs? Cities in Washington with the most Development Assistant job openings:
Development Assistant jobs near you
Infographic showing various Development Assistant job openings in Washington as of July 2026, with employment types broken down into 1% As Needed, 73% Full Time, 23% Part Time, 1% Temporary, and 2% Contract. Highlights an 97% Physical, 2% Hybrid, and 1% Remote job distribution, with an average salary of $51,430 per year, or $24.7 per hour.
Assistant Professor (Full-Time), PhD in Behavior Analysis, GuidedPath

Assistant Professor (Full-Time), PhD in Behavior Analysis, GuidedPath

Strategic Education, Inc.

Herndon, VA • On-site, Remote

Full-time

Posted 12 days ago

Job description

Assistant Professors are full-time employed faculty who provide a variety of educational services to degree, certificate, and non-degree learners. Assistant Professors are responsible for meeting the expectations and requirements of Capella University while establishing and maintaining effective relationships with learners, colleagues, staff, and administration. Assistant Professors are able to perform well in all key accountabilities of the role, are nimble and flexible and expected to be able and willing to take on essential roles and other duties as needed, within the department, school or university. Assistant Professors ensure that learners receive quality educational experiences consistent with stated course outcomes as well as HLC and any program accreditation standards. They provide high-quality, impactful, and inclusive experiences that deliver exceptional learning outcomes. Capella values the scholarly-practitioner model and expects Assistant Professors to continue learning and development through participation in scholarly activities or professional practice in the discipline. Among the responsibilities that Assistant Professors are expected to perform include: teaching (online), mentor and committee work (graduate level only), and contributing to curriculum development. Assistant Professors also participate in school governance through faculty committees and may participate in a variety of other activities based upon the university's needs and the faculty member's unique skill set.
Essential Duties & Responsibilities:
  • Teaching and Instruction - Assistant Professors are highly engaged instructors in the courses and residencies they teach. They are sought out by learners and consistently exceed set expectations for faculty who teach courses at Capella. Assistant Professors use course data to constantly improve their individual teaching performance and contribute regularly to the improvement and refinement of the courses they teach. Regularly reviews course feedback and implements change to continually strengthen performance and enhance learner experience.
  • Doctoral Mentoring - Assistant Professors are highly knowledgeable about established dissertation and doctoral capstone processes and resources. They interact effectively with learners, develop strong relationships and offer guidance. They have demonstrated success in chairing and serving on doctoral committees. Assistant Professors facilitate highly interactive dissertation and capstone course-rooms and their learners are supported to timely completion of the dissertation or capstone product.
  • Curriculum and Course Development - Assistant Professors are knowledgeable in the Capella course development process and have demonstrated the ability to work successfully with cross functional partners across Capella to plan and deliver high quality course and curriculum in the area of their expertise. Participates in the design development and continuous improvement of courses and course materials including course plans, objectives, and outcomes, teaching aids, competency-based assessments, and authentic assessment tools. Ensures sensitivity diversity and inclusiveness in curriculum design, course content, and study materials as needed.
  • School and University Governance - Assistant Professors regularly demonstrate leadership roles in school and university governance. They willingly assume school and university committee roles as active participants and are effective in driving the positive impact of these governance structures. They are the role models and leaders among faculty and serve as peer mentors.
  • Professional Service and Practice - Assistant Professors are active in contributing their professional knowledge and skills to the needs of their local communities and within their professional network affiliations. They carry the "Capella Brand" and mission to their local regions and communities. Research and Scholarship - Assistant Professors stay current in their scholarly field(s) and demonstrate expertise through writing, speaking and conference attendance.
  • Leadership through Team Engagement - Assistant Professors are expected to take on essential roles and other duties as needed, within the department, school or university. Bringing their unique skills and perspectives, Assistant Professors regularly contribute to departmental leadership whether it be through specific roles, active contribution of innovative ideas, or taking on challenging tasks. All full-time faculty are depended on, and relied upon, for immediate and unplanned needs and must be nimble and adjust to changes as they occur. These roles may include specialized assignments such as faculty and cross functional staff meetings, commencement, residencies, Capella-sponsored faculty development, problem resolution, faculty orientation/mentoring, webinar facilitation, course revisions, etc.
  • Additionally, some Assistant Professors may have certain "areas of emphasis" where a greater degree of leadership is expected and include such as specialized responsibilities or coordinating functions in support of the school's educational goals such as Learner Management, Research and Advising, Program Development and Advising, Field Education, Accreditation or support of B2B partnership efforts. Responsibility areas and specific assignments are based on the needs of the school and capabilities of the faculty member. Faculty assignments and areas of emphasis may vary significantly from school to school; however, the position is structured to ensure the faculty member is able to contribute optimally to essential teaching and related support services to learners.

Job Skills:
Teaching and Assessment and/or Doctoral Mentoring:
Refers to the ability to enable learner academic progression, provide guidance, and enhance learner experience.
  • Understand and apply Capella's competency-based education model that aligns program outcomes, competencies, assessments, and reports with external standards and Capella educational philosophy to improve learning.
  • Convey and share content knowledge and relevant professional experience in the discipline.
  • Facilitate learner acquisition of course and/or research competencies aligned with their program.
  • Consider learner differences and appreciate the diversity of experience and interpretation among learners.
  • Effectively assess and document learner knowledge, skills, and dispositions through formative and summative feedback. Monitor learner progress and achievement, and refers learners to additional resources as needed.
  • Display cultural awareness and sensitivity to learner differences and seek information about strengths, needs, and interests of the learner to provide personalized support.
  • Engage learners in effective, timely, and relevant interactions and nurtures a learning community that cultivates a spirit of trust, interaction, and learning.
  • Effectively manage key online course and/or advanced doctoral processes and tools.
  • Provide a timely, visible, consistent, and responsive presence in the courseroom and/or mentoring process, and communicate appropriately and respectfully.
  • Encourage learner engagement consistent with the learner code of conduct and support the free exchange of ideas.

Research and Scholarship:
These activities advance teaching and mentoring as well as professional development. Activity varies by person and field. Meeting research and scholarship requirements as defined by external accreditors, where appropriate. Schools may identify focus areas of research, specific conferences, or professional journals.
  • Scholarship for applying innovative teaching methods, especially those that can be empirically validated as having a positive impact on learner success (e.g., course success, continuation, graduation).
  • Submit proposals and/or present at workshops or conferences (internally and externally).
  • Showcase original/innovative work/exhibition.
  • Maintain an active research agenda.
  • Attend professional development events, attain continuing education credits, and pursue additional credentials.
  • Present research (whether applied or teaching-focused).
  • Submit paper and/or publish at industry-recognized channels.

Professional Service and Practice:
Includes external-facing activities related to learners, institution, profession, and/or community. Activities increase the service of the institution and strengthen its external reputation. Meeting professional service and practice requirements as defined by external accreditors, where appropriate. In most situations, the acitivities are with reduced-fee/pro bono/honorarium.
  • To learners: Career and well-being advising, leading student organizations, guidance on learning and projects outside of courseroom, learner-facing webinars.
  • To institution: Providing support for institutional activities with external audience (e.g., presentations for employer partners, job fairs, representing the institution at conferences).
  • To profession: Leadership in organizations or professional associations, advocacy for the advancement of the profession and communities served, organize professional conferences.
  • To community: Sharing knowledge with the public, volunteer for community-based events with their expertise (e.g., volunteering at clinics for underprivileged communities).

Governance and Leadership:
Include internal-facing activities to increase the effectiveness of the institution, the school, and faculty practice.
  • Active participation in appropriate program, department, school, or university committees, providing expertise and perspectives to advance university and school's strategic direction.
  • Active participation in faculty staff meetings, Capella-sponsored faculty development, and other faculty-focused events (e.g. CU Faculty Virtual Conference), including sharing best practices, providing personal expertise via different communication channels, promoting better community support among peers, etc.
  • Serve as SMEs in course and program development; support for accreditation efforts; and serve in pilot groups for innovation projects at program, school, or university levels.
  • Identify and orchestrate the proactive management of curriculum content quality and currency. Demonstrate expertise in evaluating and coordinating the ongoing assessment of content to ensure its relevance, accuracy, and up-to-date nature.
  • Take on additional, challenging projects to serve the needs of the school or university in support of learner success.
  • Provide mentorship, feedback, and guidance to other faculty members when appropriate.

Performance Criteria:
  • Satisfactory performance of teaching and/or mentoring activities based on the university faculty expectations is required and will be reviewed as part of the annual plan of work and review process.

Work Experience:
  • Three or more years teaching in an online setting highly preferred.
  • Experience teaching in higher education required.
  • Experience mentoring doctoral students highly preferred.
  • Experience writing curriculum highly preferred.
  • Membership/affiliation in an educational leadership organization on a national, regional, and/or local level.
  • Demonstrated commitment to service and practice in the field of educational leadership.
  • Experience with leadership through team engagement.
  • Evidence of supporting learner success and a commitment to quality teaching outcomes.
  • Ability to contribute through teaching and/or service to the diversity, cultural sensitivity, and excellence of the academic community.
  • Experience presenting at professional conferences on a national and/or local level
  • Experience with scholarly writing and use of APA 6th edition.

Education:
  • Doctorate degree required.
  • All degrees must be conferred and from a regionally accredited institution. Copies of required certificates and licenses and unofficial transcripts for all graduate degrees with the institution and conferred degree and date must be attached.

Certificates, licenses, and registrations:
  • Must be a BCBA, BCBA-D preferred.

Other:
  • Must be able to travel occasionally should a business need arise. For most roles travel would not be common. Travel may involve plane, car or metro. In accordance with ADA policies, reasonable accommodations regarding travel limitations can be provided. Travel will be more common for roles such as Account Executives (25 - 50%), senior leaders (10 - 20%) or all levels of Capella Faculty (5 - 10%).
  • Ability to work onsite in Corporate or Campus location (in a typical office environment) may be required based on role. If so, this would include being mobile within the office, including movement from floor-to-floor using elevators or stairs.
  • If offsite or hybrid role, must have access to work in setting which enables meeting all requirements of the role (including privacy, reliable internet access, phone, ability to video conference, etc.) at a remote location.
  • Faculty and Federal Work Study roles require access to work in setting which enables meeting all requirements of the role (including computer, privacy, reliable internet access, phone, ability to video conference, etc.) at a remote location.
  • This role may require lifting, however reasonable accommodations will be provided in accordance with our ADA policies.
  • Must be able to meet critical thinking and problem solving aspects aligned to job duties, as well as effectively communicating with co-workers.
  • Must be able to work more than 40 hours per week when business needs warrant. Accommodations related to schedule may be considered.
  • Able to access information using a computer.
  • Other essential functions and marginal job functions are subject to modification.

Applicants must be authorized to work in the United States. Visa sponsorship is not available for this position.
$82,000 is the expected starting pay for this position. This offer is based on current budgetary guidelines and the additional factors outlined below.
SEI offers a comprehensive package of benefits to employees scheduled 30 hours or more per w

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