Executive Director, Eyēʔ Sqậ’lewen

Job Description

The Executive Director is an inspiring and transformational educational leader responsible for the operation of Eyēʔ Sqậ’lewen – The Centre for Indigenous Education & Community (IECC) and for providing leadership to the college’s Indigenization initiatives.

With good heart, good mind, and good spirit, the Executive Director ensures that IECC offers culturally grounded programs and services that support Indigenous student success and well-being.

Reporting through the Office of the Provost, the Executive Director also serves as a key advisor to senior leadership, providing guidance on relationships with Indigenous communities and on institutional change processes that advance truth, reconciliation, and Indigenization across the College.

RELATIONSHIPSThe Executive Director:

• Is guided by the Indigenous Advisory Council.
• Seeks the counsel of Elders and Knowledge Keepers.
• Nurtures respectful and reciprocal relationships with the Lək̓ʷəŋən (Songhees and Kosapsum) and W̱SÁNEĆ Nations, as well as with urban Indigenous communities.
• Works closely with the President, Provost, and AVP Student Success to provide and receive advice, share ideas, and collaboratively solve problems.

IECC faculty and staff report to the Executive Director, including the Assistant to the Director and the Faculty Chair.

The Executive Director also builds collaborative relationships across the college to support the strategic priority of advancing Indigenization, decolonization, and the implementation of the Truth and Reconciliation Commission’s Calls to Action, UNDRIP, and Declaration Act.

The Executive Director reports to the Associate Vice-President, Student Success.

ESSENTIAL JOB FUNCTIONS IECC leadership and operations

• Leads IECC’s strategic, operational and resource planning; contributes to college-wide planning processes.
• Inspires a shared vision and facilitates goal-setting for IECC; fosters growth and leads change.
• Oversees curriculum development processes and ensures alignment with Indigenous pedagogies.
• Identifies new program opportunities and collaborates with faculty to develop new programs
• In collaboration with the Chair monitors enrollment and student retention and oversees workload allocation and preparation of schedules for course delivery
• Evaluates existing programs for quality, relevance and cultural responsiveness.
• Creates culturally safe, welcoming, and inclusive learning environments.
• Provides leadership and support for services that address Indigenous students’ cultural, academic, and wellness needs.
• Responds to student concerns and appeals using a trauma-informed and culturally grounded approach, in alignment with college policy.
• Engages regularly with Indigenous students to understand and respond to their needs and interests.
• Leads recruitment, selection, orientation, coaching and mentoring, supervision and succession planning of IECC staff and faculty;
• Upholds standards of human resource policies and practices that foster a respectful and inclusive work environment.
• Oversees IECCs budget planning and represents the Centre in college budget processes.

College development

• Advises senior leadership on strategies to advance truth and reconciliation, Indigenization and Indigenous resurgence
• Leads the development of and renewal of the college’s Indigenization Plan
• Participates in key college committees, including the Provost and Senior Leadership Councils
• Oversees the delivery and renewal of TELŦIN TŦE WILNEW (TTW) and other employee learning opportunities related to Indigenization
• Coordinates conferences and other special events
• Provides guidance to research or projects that involve Indigenous content, protocols and knowledge systems
• Supports initiatives that enhance the visibility and awareness of Indigenous education across the college.

Community connections

• Facilitates the Indigenous Advisory Council
• Maintains and develops relationships with local Nations and takes lead on developing relationship agreements
• Engages with Indigenous communities to understand and respond to their educational needs and goals
• Participates in professional networks related to Indigenous education

Qualifications

• Graduate degree in a relevant discipline.
• Five years administrative and leadership experience in an educational institution, with some experience teaching or in curriculum development.
• Or an equivalent combination of education and experience.

KNOWLEDGE, SKILLS AND ABILITIES

• Knowledge of the TRC’s Calls to Action and UNDRIP as they inform change in the workplace
• Lived experience within an Indigenous community
• Deep understanding of Indigenous pedagogies and current issues in Indigenous education
• Demonstrated leadership grounded in Indigenous values and approaches
• Extensive knowledge of Indigenous Peoples, cultures, and protocols, locally, regionally, nationally, and internationally;
• Strong relationships with Elders, Knowledge Keepers, and Indigenous communities and organizations
• Familiarity with Indigenous research methodologies, traditional knowledge protocols and data governance
• Ability to apply a trauma-informed approach to all aspects of leadership and engagement
• Skilled in conflict resolution, respectful communication, and collaborative problem-solving.
• Anticipates and attends to the needs of students, recognizing that students’ experience at the college will have deep impact on them, their family’, and their community
• Deep commitment to student success, recognizing the broader impact of their college experience on their families and communities.
• Practices respect, reciprocity and accountability in all interactions
• Approaches opportunities and challenges with curiosity and humility, through a lens guided by elders, students, and the needs of community.

Supporting Truth & Reconciliation Commission's Recommendations Capabilities As a member of the college community with responsibilities to enable the achievement of college-wide strategic objectives, the Executive Director will demonstrate the three core and three leadership capabilities identified in the
Focus on Students and Their Success (Core)

We all have a role to play in promoting and supporting students – directly or indirectly – contributing to their success, education and transition as they build their path to the future.

Cultural Alignment (Core)

Inclusion and respect align with Camosun’s traditions of lifelong learning and positive, supportive experiences for all. We examine our individual and institutional cultures and, through indigenization, consider other ways of knowing (thinking), being (approaches), doing (acting), and relating.