https://careers.risepeople.com/oshki-wenjack/en/15470_registrar-newly-created-position

PLEASE APPLY HERE!^^

Position Title:

Registrar (Newly Created Position)

Hours of work

Monday to Friday (35 hours per week)

Location:

Centennial Square

Reports to:

Executive Leadership

Appointment:

Full Time

Salary:

$95,000- $110,000

WHO WE ARE:

OSHKI-WENJACK’s mission is Building and Empowering First Nations Futures.

VISION STATEMENT:

OSHKI-WENJACK is Strengthening Nations through First Nations Education.

POSITION SUMMARY

The Founding Registrar provides leadership and stewardship over student academic administration in support of Oshki-Wenjack’s mission to deliver holistic, culturally grounded, and community-responsive education for learners from Nishnawbe Aski Nation and across Ontario. As a newly established leadership role, the Registrar will build the Office of the Registrar from the ground up and then lead ongoing operations.

The Registrar is responsible for the integrity, accuracy, and respectful management of student academic records and processes spanning admission through credential completion across Oshki-Wenjack’s diverse delivery models (in-community, hybrid, and partnership-based). The role ensures alignment with institutional policy, partner requirements, and provincial expectations, including privacy, accessibility, and Indigenous Institutes governance and quality assurance frameworks in Ontario (e.g., IAESC).

Working closely with academic leadership, Elders/Knowledge Keepers, the Anishinaabe Aadiziwin- Counsellor, student services, and external postsecondary partners, the Registrar supports learner success through student‑centred, culturally safe, and trauma‑informed practices. As Oshki-Wenjack grows its authority to offer and credential programs, the Registrar will design and strengthen the academic systems, policies, and reporting that uphold academic integrity while honouring Indigenous ways of knowing and learning.

The Registrar will recruit and develop a high-performing administrative team, drive continuous improvement of systems and services, and support institutional planning and accountability through accurate data, strong relationships, and a commitment to service grounded in respect, belonging, and reconciliation.

TWO PHASE MANDATE

Phase 1 (Months 0–12): Establish & Build the Office of the Registrar

Goal: Stand up the function, architecture, policies, and team.

Institutional Policy, Governance & Quality

• Develop the full suite of academic and registrarial policies (e.g., admissions; registration; grading; progression & standing; transfer credit; PLAR; academic integrity; credentialing; transcripts; withdrawal/leave; appeals).
• Design the governance model for registrarial decision-making (committees, approvals, delegations, escalation paths, and documentation).
• Admissions Policy & Process: Create and implement transparent, equitable admissions policies and procedures tailored to in‑community and hybrid models; define criteria, documentation standards, evaluation, and communications.
• Protection of Student Information: Establish privacy, consent, access controls, data retention, and records management practices; implement secure Student Information System (SIS) configurations and SOPs (privacy-by-design).
• IAESC Accreditation Readiness: Map policies, evidence repositories, and workflows to IAESC standards including Standard 21 (governance of course subject taxonomy and course numbering system, catalog integrity, and related academic structures).
• Qualifications & Quality Framework (QQF): Align program and course structures to a qualifications/quality framework (QQF) appropriate for universities, colleges, and trades, including levels, credits, and learning outcomes.

Academic Architecture & Catalog

• Establish course subject codes, course numbering conventions, and catalog governance (versions, change control, archival).
• Define credential types, credit systems, hours and levels, and grade schemas.
• Build pathway frameworks and articulation templates for university/college/trades partners; codify credit transfer rules.

Recognition of Learning

• Design a PLAR (Prior Learning Assessment & Recognition) policy and toolkit (evidence standards, assessment methods, fee structures, documentation, and quality checks).

Culturally Grounded Development

• Co-develop policies with the Anishinaabe Aadiziwin-Counsellor, Elders, and Knowledge Keepers to embed an Indigenous lens, local protocols, land‑based learning, and culturally safe communications.
• Integrate Two‑Eyed Seeing/Two Row approaches in policy, practice, and QA evidence.

Systems, Data & Reporting Foundation

• Select/configure SIS/CRM (admissions, registration, degree audit, transfer credit, document management).
• Stand up data governance (definitions, audit trails, security roles), KPI/dashboards, and evidence repositories for organizational/program reviews.

Department Build & Recruitment

• Design the organizational structure for the Office of the Registrar.
• Recruit core team roles (e.g.,Enrolment Officers, Records Officers, Scheduling/Exams Coordinator, Credentials & Graduation Officer, Data & Reporting Analyst).
• Create SOPs, service standards, training, and a student‑centred service model.

Phase 2 (Months 12–24): Operate, Optimize & Scale

Goal: Deliver excellent day‑to‑day services; refine, report, and expand.

Admissions, Enrolment & Pathways

• Run full‑cycle admissions and enrolment operations for Oshki-Wenjack credentials and partner‑delivered programs; maintain fair review, timely decisions, and clear communications.
• Operationalize transfer credit and PLAR assessments; finalize articulations and mobility pathways with partners across university, college, and trades.

Records, Scheduling & Academic Support

• Manage registration cycles, add/drop, waitlists, standing/progression, and exam/convocation schedules fitted to intensive block and in‑community delivery.
• Provide degree/credential audits, catalog updates, and progression guidance in collaboration with academic leaders and Elders/Knowledge Keepers.

Credentialing & Graduation

• Administer credential conferral, parchment production, and official graduation lists in accordance with authorities and IAESC expectations.
• Coordinate culturally anchored convocation with community leadership and Elders.

Compliance, QA & Reporting

• Maintain continuous IAESC quality assurance readiness (including Standard 21 evidence).
• Deliver accurate enrolment, retention, and graduation reporting for institutional planning, community accountability, and sector/government requirements.
• Monitor AODA accessibility and privacy/records compliance; conduct periodic audits and improvements.

Service Excellence & Continuous Improvement

• Refine SIS/CRM workflows, degree audit, and reporting; improve turnaround times and student experience.
• Strengthen community relationships with NAN communities, Elders, Knowledge Keepers; incorporate feedback loops and trauma‑informed practices.

Key Responsibilities (Ongoing)

• Academic Records & SIS: Safeguard integrity, security, and lifecycle management of all official academic records; lead SIS stewardship and documentation.
• Policy & Governance: Maintain and implement policies aligned with governance and IAESC benchmarks; lead continuous QA readiness.
• Admissions & Enrolment: Lead operations with transparent criteria, fair review, and culturally safe communications for in‑community and hybrid delivery.
• Curriculum & Scheduling: Coordinate calendars, registration windows, exams, and convocation cycles; liaise closely with academic leaders and program coordinators.
• Credentials & Graduation: Oversee audits, conferment, parchments, and official graduation records.
• Data & Reporting: Produce accurate institutional and sector/government reporting; maintain data governance and evidence repositories.
• Partnerships: Manage registrarial interfaces (admissions, records, transfer, credentials) with postsecondary partners and professional bodies; maintain articulations and credit transfer integrity.
• Leadership & Community Relations: Build and coach a high-performing team; sustain respectful relationships with NAN communities, Elders, Knowledge Keepers, and student support teams.

Required Qualifications

Education

• Bachelor’s degree required; master’s degree in education, administration, data/analytics, or related field preferred.

Experience

• 7+ years progressive experience in registrar/enrolment services within postsecondary.
• Experience in Indigenous postsecondary contexts (Indigenous Institutes, Tribal Colleges, or Indigenous‑serving units) is a strong asset.
• Participation in quality assurance/program reviews (IAESC/PEQAB/WINHEC or equivalent) preferred.
• Foundational/greenfield build experience (policy development, department design, systems implementation) is a strong asset for this newly created role.

Framework & Regulatory Knowledge

• Understanding of Ontario’s Indigenous Institutes Act and IAESC’s role/standards.
• Working knowledge of accessibility (AODA) and privacy/records obligations in Ontario postsecondary contexts.
• Hands‑on leadership with SIS/CRM (e.g., Banner, Colleague), degree audit, transfer credit, and reporting/BI (Power BI, Tableau); strong data governance and documentation skills.

Indigenous-Focused Competencies (essential)

• Commitment to Indigenous Self‑Determination in Education: Clear understanding of the distinct role and mandate of Indigenous Institutes in Ontario.
• Culturally Safe, Trauma‑Informed Service: Demonstrated ability to embed cultural safety and trauma‑informed approaches in student‑facing processes and communications.
• Two‑Eyed Seeing / Two Row: Ability to balance Indigenous and Western academic expectations in policy, records, and QA evidence (e.g., attendance patterns, land‑based learning, community assessment).
• Community Engagement & Protocols: Experience working respectfully with Elders/Knowledge Keepers, following local protocols, and co‑creating solutions with NAN communities.
• Language & Land: Awareness of regional languages (e.g., Oji‑Cree, Ojibwe, Cree) and land‑based learning contexts; language ability is an asset.

Success Indicators

Phase 1: Policy, Governance & Infrastructure Development (Top Priority)

Purpose: Establish the academic and registrarial foundation required for curriculum design, program approval, and institutional accountability.

Primary Focus: Policy First

• Develop and implement the full suite of registrarial and academic policies required to support curriculum development and program delivery, including:

o Admissions and enrolment

o Protection of student information (privacy, consent, access, retention)

o Registration, grading, progression, and academic standing

o Transfer credit and PLAR

o Academic integrity, appeals, withdrawals, and credentialing

• Ensure all policies align with IAESC standards, including Standard 21, and are approved through appropriate governance structures prior to curriculum finalization.

Academic Governance & Architecture

• Establish academic governance frameworks (roles, committees, approvals, delegations, documentation).
• Develop and formalize:

o Course subject taxonomy and course numbering system

o Credential and credit structures

o Academic calendar and catalog governance

• Ensure these structures are in place to enable consistent, high‑quality curriculum design and review.

Indigenous Lens & Co‑Creation

• Work collaboratively with the Anishinaabe-Aadiziwin Counsellor, Elders, and Knowledge Keepers to:

o Embed Indigenous perspectives, protocols, and land‑based learning considerations into policy

o Apply Two‑Eyed Seeing / Two Row approaches to governance, assessment, and QA evidence

• Ensure policies support culturally safe and trauma‑informed student experiences.

Admissions & Student Information Protection

• Design and implement a transparent admissions policy that supports community‑based and hybrid delivery.
• Establish secure, compliant systems for student records and information protection, including SIS governance and access controls.

Quality & Sector Alignment

• Align academic structures with the Qualifications and Quality Framework (QQF) to support pathways across universities, colleges, and trades.
• Establish frameworks for articulation, mobility, and recognition of Oshki‑Wenjack credentials.

Department Build

• Design the Office of the Registrar structure.
• Lead recruitment activities for registrarial staff.
• Develop SOPs, service standards, and training materials.

Phase 2: Operationalization, Curriculum Support & Scaling

Purpose: Deliver full registrarial services and support curriculum implementation within established policy and governance frameworks.

• Operationalize admissions, enrolment, records, progression, and graduation services.
• Support academic leadership with curriculum implementation, scheduling, credential audits, and catalog management—within the approved policy framework established in Phase 1.
• Implement PLAR, transfer credit, and formal pathways with universities, colleges, and trades partners.
• Deliver accurate enrolment, retention, and graduation reporting for institutional planning, IAESC requirements, and community accountability.
• Refine systems, processes, and services through continuous improvement and feedback from students, communities, and partners.

KEY SUCCESS INDICATORS

Phase 1 Success

• All core academic and registrarial policies approved and implemented before curriculum completion.
• Course subject codes, numbering systems, credential structures, and catalog governance established in alignment with IAESC Standard 21.
• Admissions and student information protection frameworks operational.
• Office of the Registrar staffed and functional.

Phase 2 Success

• Curriculum delivered within stable, compliant academic structures.
• Clean, timely reporting and credentialing.
• Strong student experience grounded in cultural safety and community accountability.

Preference may be given to:

We are committed and dedicated to building a workforce that reflects the demographics that we serve. In alignment with our Mission and Mandate and in accordance with Ontario Human Rights code and the Canadian Charter of Rights and Freedoms, preference will be given to candidates of Indigenous ancestry. Candidates are encouraged to self-identify as being of Indigenous ancestry (First Nation, Metis, or Inuit).

The above statements are the general functions of the position, and should not be interpreted as a detailed description of all the work requirements that may pertain to the job. This position description will be reviewed on an annual basis and may be subject to change.

Job Type: Full-time

Pay: $95,000.00-$110,000.00 per year

Application question(s):

• Please include a summary of how your experience aligns with this role.
• Do you identify as Indigenous ( First Nations, Metis, or Inuit)?

Experience:

• Enrollment Services: 5 years (required)

Work Location: In person