Director, Indigenous Student Services

Description

Reporting jointly to the Executive Director, Student Life Programs & Services with a dotted reporting line to the Senior Director, Indigenous Initiatives in the Offices of the Vice‑President & Provost and Vice‑President, People, Strategy, Equity and Culture, the Director is responsible for the development, implementation and administration of programs and services designed to meet Indigenous (First Nations, Métis and Inuit) student needs.

The incumbent is also responsible for overseeing the administration and maintenance of the Indigenous student centre rge Campus (First Nations House), while supporting the growth of Indigenous student services and collaborating closely with colleagues at UTM and UTSC to strengthen tri‑campus Indigenous programs, resources, and student experiences. The Director will work collaboratively with other key departments on campus to reduce barriers to Indigenous student success and to promote a genuine sense of belonging for Indigenous peoples and communities.

The Director is a leader who will work collaboratively to develop and promote non‑academic programs and initiatives for Indigenous students, and will play an important role in delivering our mission of increasing Indigenous presence and inclusion across the University, increasing Indigenous student transition, retention, graduation and advancement. The Director will also advise, recommend solutions, develop and implement project plans, and coordinate partnerships to advance Indigenous presence, inclusion, supports, and programming.

Must have a post‑graduate degree (Masters) in Indigenous Studies, Education (Adult Education, Student Development, Higher Education), Developmental or Counselling Psychology, Social Work or a related field or equivalent combination of education and experience. Education should include a focus on Indigenous education & knowledge principles, program/curriculum planning including evaluation and assessment within an Indigenous framework and issues in Indigenous higher education.

A minimum of 7 years’ experience as a leader and manager committed to excellence in meeting the needs of Indigenous students in the public educational sector, preferably in a post‑secondary environment. Demonstrated ability to collaborate and advocate effectively in a complex, multi‑stakeholder environment. Proven ability to articulate a vision, and formulate plans to incorporate Indigenous ways of knowing and being into program and service delivery.

Experience in working with complex issues experienced by Indigenous students is required. Demonstrated track record of effective leadership and team management within a unionised environment to lead employees to excellence in implementing a vision committed to Indigenous student engagement and the physical, emotional, intellectual and spiritual aspects of well‑being. Experience working with Knowledge Keepers, Indigenous students, staff, and faculty, and an appreciation for the diverse backgrounds and experiences of the University’s community.

Experience in program development and execution that enhance the Indigenous student experience at the post‑secondary level. Experience developing proposals, especially for those involving government funding.

• Strong knowledge of Indigenous communities, traditions and history.
• Lived experience of Indigenous world views, cultures and values.
• Competency in an Indigenous language or knowledge of Indigenous languages is a definite asset.
• Relationship and partner (internal and external) development.
• Understanding of Indigenous students and the Indigenous student experience.
• Demonstrated ability to effectively engage with students of diverse ages and backgrounds.
• Demonstrated sound judgment, sensitivity and problem‑solving skills when working in stressful or complex situations.
• Excellent management and leadership skills, ability to mentor, and the ability to effectively lead and manage change.
• Strategic planning and organisational skills – with demonstrated ability to lead both annual and multi‑year planning cycles, set clear priorities, anticipate emerging challenges, and…