Director of Student Life & Social Emotional Learning

Mansfield Hall•Eugene, OR

2d•Onsite

About The Position

The Director of Student Life & Social Emotional Learning Specialist functions in a leadership role at Mansfield Hall and is expected to embody the mission, values, philosophy, and approach of the organization. This site-based role combines student life case management, Social Emotional Learning implementation, restorative practice support, and staff development within a residential young adult setting. In addition to serving as one of two primary Case Managers for students living in the Mansfield Hall community, the Director collaborates across the team to foster a pro-social, supportive, and accountable community while coaching students in the MH core areas of Living, Engaging, and Giving. The role is designed to strengthen student support in adaptive living skills, executive functioning, communication, emotional regulation, interpersonal development, and conflict repair, while also providing modeling, consultation, and training to staff in relationship-centered support approaches.

Requirements

Master’s degree in social work, counseling, psychology, education, behavioral sciences, higher education/student affairs, or a related field, plus at least two years of relevant experience; or bachelor’s degree in a related field plus at least five years of progressively responsible relevant experience.
Experience working with diverse learners, neurodivergent young adults, or individuals requiring support in adaptive living skills, executive functioning, communication, social development, and independent living.
Experience in case management, student support, social work, residential life, therapeutic education, disability support, or a closely related human services setting.
Experience supporting students, clients, or participants in residential, community-based, or higher education environments.
Experience supporting crisis intervention, conflict de-escalation, safety planning, repair conversations, or coordinated response to student wellness concerns.
Experience teaching, coaching, or facilitating social emotional learning, communication skills, interpersonal development, self-advocacy, emotional regulation, or related life skills.
Familiarity with restorative practices, restorative justice, community-building circles, conflict repair, or similar relational accountability frameworks preferred.
Experience partnering with families, providers, referral sources, and internal stakeholders to support student growth, accountability, and progress.
Experience supervising, coaching, or providing direction to one or more direct reports or direct-care staff.
Ability to develop strong professional relationships with community partners (therapists, campus and community resources, etc.).
Commitment to creating an inclusive, supportive, and fun community.
Strives to demonstrate values of equity, diversity, and inclusion.
A passion for supporting team goals and success.
Direct and respectful communication and listening regarding interpersonal issues.
Ability to act with high regard for the privacy, integrity, and confidentiality of all students.
Strong organizational and administrative skills that reflect a customer service focus, attention to detail, the ability to perform and prioritize multiple tasks, and effectively maintain systems.
Excellent interpersonal, oral, and written communication skills, including the ability to effectively synthesize and summarize information.
Ability to anticipate the needs of the team and plan ahead.
Ability to work under pressure, adapt to changes in the work environment, and manage competing demands.
Ability to work both independently and collaboratively as a contributing team member and with people at all levels within the organization.
Ability to accept feedback, reflect on one's own strengths and challenges, take accountability for actions, and have a sense of humor.
Excellent skills in Word and Excel; Google platforms; and data systems.
Commitment to the Mansfield Hall mission and goals.
Knowledge of social communication challenges, executive functioning deficits, ADHD, learning disabilities, Asperger's Syndrome, nonverbal learning disabilities, and mild autism.
Familiarity and facility with Collaborative Problem Solving, Motivational Interviewing, Universal Design for Learning, Social Emotional Learning, and Restorative Practice.
Strong understanding of adaptive living skill development, residential support needs, and the transition-to-adulthood needs of neurodivergent young adults.
Ability to model, teach, and coach interpersonal communication, self-regulation, conflict navigation, and repair skills.
Ability to assess when student needs require additional support, escalation, provider coordination, or leadership involvement.
Ability to strengthen staff capacity through modeling, consultation, coaching, and practical training.

Responsibilities

Manage assigned caseload of approximately (typically 9-11 students), supporting adaptive living skills, independent living, social development, communication, executive functioning, vocational readiness, community engagement, and student wellness within a residential young adult setting.
Conduct weekly coaching sessions with students to support intrinsic motivation, growth, and goal setting within the core areas of Mansfield Hall.
Communicate with parents and key stakeholders on a weekly basis about the supports and structures in place to support growth and skill development for their students.
Assess supports to be added, removed, or modified in student plans on a regular basis.
Lead a team-based weekly meeting to update staff on current support plans and assess how well support plans are being executed by staff members, ensuring alignment with the program mission, vision, and values.
Understand students' medication needs and support their ability to achieve consistent and independent medication management.
Support student situations involving dysregulation, interpersonal conflict, family concern, or emerging crisis needs, using sound judgment, appropriate escalation, documentation, and collaboration with site leadership and external providers as needed.
Coordinate and collaborate with the Executive Director, Academic Director, Community Outreach Director, Student Life Coaches, school officials, service providers such as therapists and psychiatrists, and other internal and external stakeholders to ensure programmatic goals are being met.
Manage the creation of each Student MAPS and track the progress of students' individualized Student Plans by conducting weekly goal setting, goal review, and coaching sessions with students.
Develop and implement strategies to empower students and improve executive functioning, self-advocacy, independent living, and pro-social communication skills.
Manage various services and activities related to a student's enrollment (e.g., doctor's appointments, therapist appointments, travel arrangements, attending to needs, etc.).
Provide direct supervision of Coaches, including ensuring adequate training in their duties.
Attend weekly Community and Director-Level Meetings, serve on various committees, and provide leadership and training to direct-care staff.
Participate in recruitment, admission, and marketing activities as determined by the Vice President, Enrollment and Business Development, and Executive Director.
Participate in the On-Call Rotation.
Facilitate the completion of formal and informal tracking tools, such as the BRIEF, Pathway to Independence Inventory, and OQ-45.
Read academic and student life shift notes and ensure accurate daily reporting of student progress.
Provide training to staff in conjunction with the Director of Social Emotional Learning.
Follow and enforce policies and procedures in managing staff and carrying out responsibilities.
Develop, teach, and reinforce communication, conflict navigation, emotional regulation, self-advocacy, and relationship-building skills through individual coaching, group programming, staff modeling, and community-based interventions.
Support implementation of restorative practices, including community-building circles, conflict repair conversations, and follow-up structures that help students practice accountability, empathy, and repair.
Implement and help develop the cross-site interpersonal communication and wellness seminar curriculum.
Provide onsite modeling, consultation and training to team members in Social Emotional Learning, Restorative Practice, and Interpersonal Communication, with close guidance and oversight from the Director of Social Emotional Learning.
Co-lead the CARE committee with a member of site leadership.
Oversee implementation of the Restorative Practice curriculum and support, facilitate circles related to conflict, harm, and community building.
Cultivate partnerships with area mental health and service providers to ensure students have access to the best therapeutic, med management, Speech and Language, Occupational Therapy, providers in the area, etc.