Learning Manager Jobs in Springfield, OR (NOW HIRING)

About the Role

As a Student Life Case Manager at Mansfield Hall, you will help neurodivergent college students build the confidence, skills, and independence needed to navigate college, relationships, community life, and emerging adulthood.

You will serve as the primary point of coordination for an assigned caseload of approximately 10 to 15 students. Through individualized coaching, goal setting, family communication, and collaboration with the broader Mansfield Hall team, you will help ensure each student receives coordinated and effective support.

This role goes beyond managing schedules and services. You will help students understand themselves, strengthen executive functioning and communication skills, develop independent living routines, and take increasing ownership of their decisions and responsibilities.

In This Role, You Will:

• Manage a caseload of approximately 10 to 15 students, providing individualized support in independent living, social development, communication, community engagement, vocational exploration, and volunteer involvement.
• Conduct weekly one-on-one coaching sessions with students to support goal setting, intrinsic motivation, problem-solving, skill development, and personal growth.
• Collaborate with each student to develop, implement, and regularly review an individualized Student Plan.
• Evaluate whether supports should be added, modified, reduced, or removed as students develop greater skills and independence.
• Communicate regularly with parents and other key stakeholders regarding student progress, current support structures, emerging concerns, and opportunities for continued development.
• Help students strengthen executive functioning, self-advocacy, independent living, decision-making, and pro-social communication skills.
• Support students in developing consistent and increasingly independent medication-management routines within the boundaries of Mansfield Hall's role and procedures.
• Coordinate services and activities associated with a student's enrollment, including appointments, transportation or travel arrangements, service-provider communication, and other individualized needs.
• Collaborate closely with Student Life leadership, Academic staff, Life Skills Coaches, Fellows, campus officials, therapists, medical providers, community organizations, and other internal and external partners.
• Participate in weekly team meetings to review student needs, update support plans, evaluate implementation, and ensure staff members are working in alignment.
• Monitor student progress through formal and informal assessment tools, including the Pathway to Independence Inventory and Social Emotional Learning Inventory.
• Review academic and student life shift notes to remain informed about student progress, patterns, concerns, and support needs.
• Ensure student information, progress updates, and support decisions are documented accurately and promptly.
• Participate in community meetings, staff meetings, committees, student planning conversations, and other program activities.
• Contribute to a positive, inclusive, and pro-social living and learning community.
• Maintain flexibility in response to changing student needs, schedules, appointments, and program priorities.
• Perform additional responsibilities that support the effective functioning of Mansfield Hall.

Role Requirements

• You have a bachelor's degree in behavioral sciences, psychology, social work, education, human services, or a related field. A graduate degree is preferred.
• You have at least one year of experience supporting diverse learners, neurodivergent individuals, young adults, or students in a higher education environment.
• You have experience coordinating communication and services among students, families, colleagues, and outside providers.
• You understand the academic, social, emotional, and practical challenges young adults may experience while navigating college and greater independence.
• You can manage a caseload, recurring meetings, appointments, documentation requirements, and changing priorities without losing sight of important details.
• You communicate clearly and professionally in person and in writing. You can synthesize information from multiple sources and turn it into practical next steps.
• You are able to develop strong professional relationships with therapists, campus partners, community resources, families, and other stakeholders.
• You work effectively both independently and as part of a highly collaborative, interdisciplinary team.
• You demonstrate sound judgment and maintain appropriate professional boundaries.
• You handle confidential student information with a high level of discretion, integrity, and respect.
• You are comfortable using Microsoft platforms and electronic documentation or data systems.
• You are able to work in a flexible environment that may include frequent interruptions, competing demands, and changes in student needs or schedules.
• You understand that work in a residential student-support program may occasionally extend beyond traditional office hours or settings.

You'll Be a Great Fit If You:

• You believe students are capable. You provide meaningful support while helping students take increasing responsibility for their choices, routines, and goals.
• You enjoy coaching. You ask thoughtful questions, provide direct feedback, and help students recognize patterns in their behavior and decision-making.
• You balance empathy with accountability. You can validate a student's experience while still reinforcing expectations, boundaries, and commitments.
• You understand executive functioning. You can help students break complex responsibilities into clear, manageable steps.
• You are proactive. You notice changes in behavior, communication, routines, or engagement and address concerns before they become larger problems.
• You are highly organized. You can manage multiple students, appointments, stakeholder communications, support plans, and documentation requirements.
• You are an effective communicator. You can provide families and colleagues with clear, concise, and meaningful updates while protecting student privacy.
• You value collaboration. You understand that consistent student support requires communication and coordination across academic, social, residential, and independent living areas.
• You are adaptable. You can adjust your approach when student needs, schedules, or circumstances change while maintaining appropriate structure and consistency.
• You are comfortable receiving feedback, reflecting on your own performance, taking accountability, and continuing to develop professionally.
• You understand neurodiversity and have knowledge of autism, ADHD, learning disabilities, nonverbal learning disabilities, executive functioning differences, and social communication challenges.
• You are familiar with approaches such as Collaborative Problem Solving, Motivational Interviewing, Universal Design for Learning, Social Thinking, and Restorative Justice.
• You enjoy working with young adults and are energized by helping students build confidence, independence, relationships, and real-world skills.
• You bring patience, perspective, professionalism, and an appropriate sense of humor to your work.

You Might Not Be a Fit If:

• You prefer to solve problems for students rather than coaching them to develop their own skills and solutions.
• You become frustrated when progress is gradual, inconsistent, or requires trying multiple approaches.
• You prefer a highly predictable workday with limited interruptions, schedule changes, or competing priorities.
• You are uncomfortable providing clear feedback, reinforcing expectations, or holding students accountable.
• You prefer working independently without regular communication and collaboration with families, colleagues, and outside providers.
• You have difficulty maintaining professional boundaries while developing supportive relationships with students.
• You do not enjoy detailed documentation, follow-up communication, or coordinating information across multiple stakeholders.
• You view case management primarily as scheduling and administrative work rather than an opportunity to promote student growth and independence.
• You are uncomfortable working in a residential learning environment where student needs may occasionally arise outside traditional office hours.

About Mansfield Hall

Mansfield Hall is a living and learning community that supports neurodivergent college students as they pursue meaningful and independent lives.

Our students are bright, capable, and full of potential. Many are learning how to navigate the academic, social, and practical expectations of college and adulthood. They are not looking for someone to do everything for them. They benefit from structure, coaching, encouragement, accountability, and opportunities to practice real-life skills in supportive but authentic environments.

Our work is grounded in four core areas: academics, social development, independent living, and community engagement. Through individualized support and a strong community environment, we help students develop the skills and confidence to take increasing ownership of their lives.

Working Environment

Work is performed primarily in a professional office, residential learning, community, or college campus environment. The role includes regular computer work, meetings, communication with students and stakeholders, and movement throughout Mansfield Hall and nearby campus or community spaces.

Because Mansfield Hall is a residential program, the work may occasionally require flexibility beyond traditional office hours or settings. Limited local travel may be required to support appointments, activities, or student needs.

The position involves periods of sitting, standing, and walking and may require lifting materials or supplies weighing up to 30 pounds. Reasonable accommodations and adaptive equipment will be provided as needed.

Equal Opportunity Employer

Mansfield Hall is committed to creating an inclusive community and encourages individuals from all backgrounds to apply, including people of color, women, people with disabilities, and members of other historically underrepresented communities.

The responsibilities described above reflect the general nature and level of the position. Employees may be asked to perform additional duties that support the needs and overall functioning of Mansfield Hall.