Managing Campus Law Enforcement Operations

At the conclusion of this course, the participant will:

• Differentiate between leadership and management responsibilities within a campus law enforcement agency.
• Identify similarities and differences between leading a campus law enforcement agency and leading municipal, county, state, or federal law enforcement organizations.
• Identify leadership challenges associated with recruiting, selecting, developing, supervising, and retaining qualified campus law enforcement personnel.
• Evaluate leadership strategies that promote accountability, professionalism, employee development, organizational effectiveness, and retention.
• Develop strategies for addressing personnel and organizational challenges unique to campus-based policing.
• Develop a mentoring program, formal and informal.
• Define servant leadership.

• Identify the unique recruiting and hiring challenges faced by campus law enforcement agencies.
• Compare compensation, benefits, career opportunities, and working conditions offered by campus law enforcement agencies with those offered by municipal, county, state, and federal law enforcement agencies.
• Identify at least three strategies a campus law enforcement agency can use to recruit and retain qualified personnel in a competitive employment market.
• Differentiate the responsibilities of law enforcement administrators and human resources personnel during the recruiting, selection, hiring, onboarding, and disciplinary processes.
• Evaluate retention strategies designed to improve employee satisfaction, professional development, career advancement, and long-term employee retention.

• Identify the potential benefits and challenges associated with obtaining and maintaining law enforcement accreditation.
• Identify the essential components of an effective accreditation management program.
• Identify the knowledge, skills, and abilities needed by an accreditation manager.
• Identify tools and processes that can improve policy management, compliance tracking, documentation, auditing, and accreditation maintenance.
• Develop strategies for maintaining continuous compliance rather than preparing only for an accreditation assessment.

• Identify essential safety and security measures appropriate for educational institutions.
• Identify security and operational challenges associated with large-scale sporting events, concerts, political events, graduation ceremonies, and other campus gatherings.
• Develop basic strategies for managing parking, traffic, pedestrian movement, access control, and emergency response during large-scale campus events.
• Identify the benefits and limitations of detection equipment, screening systems, security personnel, and other protective measures used during large gatherings.
• Explain the benefits of conducting joint critical incident training and exercises with local first responders.

• Explain the background, purpose, history, and effective date of HB 33, the Uvalde Strong Act.
• Explain Legislative Requirements identify major provisions of HB 33 affecting law enforcement agencies, schools, emergency management, EMS, fire services, and other public safety partners.
• Define the role of a local law enforcement agency during an active shooter incident at a primary or secondary school facility.
• Identify essential components of an agency’s preparedness program, including policies, training, emergency operations plans, school coordination, communications, equipment, and mutual-aid resources.
• Explain the importance of establishing incident command, operational objectives, command responsibilities, communications, and coordination during an active shooter incident.
• Identify methods for coordinating law enforcement, fire, EMS, emergency management, school officials, dispatch, and other governmental resources during an active shooter incident.
• Identify the relationship between HB 33 and required active shooter response training established through TCOLE.
• Explain the statutory requirement for evaluation and reporting following an active shooter incident at a primary or secondary school facility.
• Identify information that should be examined during an after-action review.

• Identify the authority and responsibilities of campus law enforcement personnel under Chapter 37 of the Texas Education Code.
• Explain the relationship between campus law enforcement authority, school district policies, and student disciplinary authority.
• Identify circumstances in which law enforcement action is appropriate when student conduct violates state or local law.
• Explain the statutory good-cause exception applicable to school safety requirements and identify the responsibilities of campus leadership associated with the exception.
• Apply Chapter 37 requirements to campus-based law enforcement scenarios.
• Differentiate between the legal requirements and appropriate procedures for interviewing, detaining, and arresting juveniles and adults.
• Identify the legal considerations associated with obtaining statements from juvenile and adult offenders.
• Identify circumstances in which parents, guardians, school administrators, or other responsible parties should be notified following a law enforcement contact with a student.
• Differentiate between student disciplinary or behavioral violations and conduct that constitutes a violation of criminal law.
• Identify appropriate law enforcement responses to student misconduct while recognizing the separate responsibilities of school administrators.
• Identify the importance of reviewing and understanding Behavior Intervention Plans and other applicable plans involving students receiving special education or behavioral services.
• Develop strategies for creating and sustaining a healthy campus law enforcement work environment.
• Identify methods for using mentoring, professional development, recognition, communication, accountability, and succession planning to strengthen organizational culture.

• Identify effective strategies for developing and maintaining professional relationships with superintendents, presidents, administrators, school board members, and boards of regents.