Campus Safety Officer

Example Job Description

Campus Safety Officer

A campus safety officer who advances visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

Download DOCX

How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the Campus Safety Officer role, how would you build trust while maintaining clear safety boundaries?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, a visitor becomes upset when asked to follow check-in procedures. What would you do?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, how would you document an incident you did not fully observe?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, a door or camera repeatedly fails during arrival. How would you respond?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, two students are escalating toward a fight. What would you do within your role?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, how would you support a student with a disability during an emergency?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, what information should never be discussed over an unsecured channel?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, a staff member asks you to handle routine discipline. How would you respond?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, how would you manage a crowded dismissal or special event?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, you notice a recurring hazard in the same location. What would you do?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, how would you preserve a scene or relevant information until responsible personnel arrive?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
In the Campus Safety Officer role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the Campus Safety Officer provides work supporting visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.

The position applies visible, student-centered campus safety, access and visitor procedures, hazard identification, de-escalation, emergency response support, documentation, and relationship building across visitor management, access control, radio and dispatch, emergency notification, video systems within authorized duties, digital incident reporting, work orders, event schedules, student information lookup when authorized, and staff communication tools. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The Campus Safety Officer collaborates with students, families, teachers, school administrators, counselors, nurses, special education staff, facilities, transportation, athletics and activities staff, district safety personnel, and first responders. The role is accountable for reliable coverage, objective documentation, appropriate system use, timely communication, de-escalation, emergency support, and prompt escalation while protecting confidential information and working within clearly defined non-sworn authority.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

High school diploma or equivalent.
Successful completion of all district-required criminal-record, fingerprint, employment, and driving clearances applicable to the assignment.
Completion of district-required training in campus safety procedures, emergency response, de-escalation, first aid or emergency care, mandated reporting, student privacy, disability awareness, nondiscrimination, and incident documentation within established timelines.

Preferred

College coursework or an associate degree in education, public safety, emergency management, human services, security, or a closely related field.
Experience or training in youth development, restorative practices, trauma-aware interaction, conflict de-escalation, visitor management, radio communication, or emergency preparedness.
Current first aid, cardiopulmonary resuscitation, automated external defibrillator, or other locally required emergency-care certification.

Required / Desired Experience

Required Experience

One or more years of experience working with students, families, schools, public-facing safety operations, youth programs, emergency services, security, or a closely related function.
Experience with visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with visitor management, access control, radio and dispatch, emergency notification, video systems within authorized duties, digital incident reporting, work orders, event schedules, student information lookup when authorized, and staff communication tools.
Experience partnering with students, families, teachers, school administrators, counselors, nurses, special education staff, facilities, transportation, athletics and activities staff, district safety personnel, and first responders.
Experience in incident response, application support, data validation, user guidance, documentation, and escalation.
Experience using digital incident reports, visitor or access tools, radios, work-order systems, scheduling tools, or basic spreadsheets when relevant to assigned duties.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Maintain a visible, approachable presence across assigned entrances, grounds, arrival, dismissal, transitions, meals, events, and other identified coverage periods.
Apply approved visitor, access, key or credential, parking, traffic, property, lost-child, welfare, hazard, and emergency procedures within assigned non-sworn authority.
Observe and promptly report unsafe conditions, concerning behavior, system failures, access issues, medical needs, conflicts, and emergencies through designated channels.
Use age-appropriate communication, de-escalation, trauma-aware practices, disability awareness, and culturally responsive interaction to support safe resolution and student connection.
Support evacuations, sheltering, lockdown, reunification, responder access, perimeter control, accountability, and recovery tasks as trained and directed.

Data Quality, Controls, and Documentation

Create factual, timely, objective incident and activity records that distinguish direct observation, reported information, actions taken, notifications, evidence, and unresolved needs.
Use only authorized systems and minimum-necessary student or visitor information; protect credentials, radio traffic, reports, images, access logs, and medical or disability information.
Inspect assigned radios, emergency equipment, doors, gates, lighting, signage, visitor tools, and other safety resources and route defects through trackable work orders.
Follow clear boundaries among campus safety, school discipline, searches, law enforcement, clinical intervention, restraint, and administrative decision making.
Recognize patterns in locations, times, activities, repeat hazards, near misses, and service requests and communicate them without profiling students or groups.

Campus Safety Officer-Specific Leadership and Support

Own or support the assigned portfolio for visible and student-centered campus safety, access and visitor procedures, hazard reporting, de-escalation, emergency support, objective documentation, and positive relationships, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

Visible, student-centered campus safety, access and visitor procedures, hazard identification, de-escalation, emergency response support, documentation, and relationship building.
Visitor management, access control, radio and dispatch, emergency notification, video systems within authorized duties, digital incident reporting, work orders, event schedules, student information lookup when authorized, and staff communication tools.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed throughout school buildings, grounds, parking and loading areas, events, and other district locations in indoor and outdoor conditions.
The position requires frequent standing, walking, observation, radio communication, interaction with students and the public, and movement among assigned areas.
The employee may encounter noise, weather, crowds, traffic, emotionally charged interactions, medical needs, hazards, and urgent or rapidly changing incidents.
Work may include variable schedules, split shifts, evenings, weekends, athletic or community events, and emergency call-in as locally assigned.
The position requires accurate use of radios, visitor and access systems, digital incident reports, safety equipment, and other assigned tools.
The employee must protect student, family, visitor, staff, medical, disability, access, video, and incident information and work within clearly defined non-sworn authority.
The employee may need to move quickly, climb stairs, remain outdoors, and assist with emergency movement or equipment within locally adopted essential-function and accommodation requirements.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.

Campus Security Supervisor

Example Job Description

Campus Security Supervisor

A campus security supervisor who advances frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

Download DOCX

How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the Campus Security Supervisor role, how would you deploy limited staff across schools and events?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, how would you coach an officer whose reports are incomplete or subjective?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, a school asks officers to manage routine discipline. What would you do?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, how would you supervise a fast-moving incident while preserving clear communication?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, what data would you use to evaluate coverage and performance?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, how would you manage keys, credentials, radios, and equipment accountability?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, an officer repeatedly interacts with the same student group. How would you review the pattern?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, how would you prepare staff for a large event?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, a critical system fails during a shift. How would you coordinate degraded operations?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, how would you address a complaint while protecting fairness and confidentiality?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, how would you build student-centered service standards for campus officers?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
In the Campus Security Supervisor role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the Campus Security Supervisor supervises and coordinates work supporting frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.

The position applies frontline campus security supervision, deployment, coaching, service standards, incident oversight, quality assurance, equipment readiness, records, and workforce development across scheduling and timekeeping, radio and dispatch, incident reporting, visitor management, access control, video systems within authorized duties, work orders, training records, asset and equipment inventories, event calendars, and performance dashboards. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The Campus Security Supervisor collaborates with campus safety officers, school administrators, students, families, facilities, transportation, athletics and activities staff, human resources, labor partners, district safety leadership, technology, vendors, and first responders. The role is accountable for frontline supervision, staffing, coaching, service quality, documentation, equipment accountability, escalation, and continuous improvement while protecting confidential information and keeping local decisions traceable.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

Associate degree or equivalent college coursework in education, public safety, emergency management, supervision, human services, security management, or a closely related field. Additional qualifying supervisory experience may be substituted where permitted by district policy.
Successful completion of all district-required criminal-record, fingerprint, employment, and driving clearances applicable to the assignment.
Completion of district-required supervisor, de-escalation, emergency response, first aid or emergency care, student privacy, disability awareness, nondiscrimination, incident command, and documentation training within established timelines.

Preferred

Bachelor’s degree in emergency management, public administration, organizational leadership, education, security management, or a related field.
Professional learning in frontline supervision, youth development, trauma-aware practice, labor relations, workplace investigation, emergency management, or physical security.
Current first aid, cardiopulmonary resuscitation, automated external defibrillator, or other locally required emergency-care certification.

Required / Desired Experience

Required Experience

Three or more years of progressively responsible campus safety, school operations, public safety, emergency services, security, or related experience, including lead or supervisory responsibility.
Experience with frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with scheduling and timekeeping, radio and dispatch, incident reporting, visitor management, access control, video systems within authorized duties, work orders, training records, asset and equipment inventories, event calendars, and performance dashboards.
Experience partnering with campus safety officers, school administrators, students, families, facilities, transportation, athletics and activities staff, human resources, labor partners, district safety leadership, technology, vendors, and first responders.
Experience in frontline supervision, staffing, coaching, service quality, documentation, equipment accountability, escalation, and continuous improvement.
Experience using scheduling, timekeeping, incident, training, equipment, work-order, dashboard, or advanced spreadsheet tools to supervise operations and identify patterns.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Plan equitable staffing, posts, patrols, arrival and dismissal coverage, events, substitute coverage, breaks, communications, supervision, and escalation based on risk and school operations.
Conduct briefings, equipment checks, field observation, coaching, scenario practice, documentation review, performance feedback, and corrective follow-through.
Supervise response to incidents, hazards, access problems, conflicts, medical needs, system outages, and emergencies within assigned authority and established command structures.
Coordinate onboarding, required training, certifications, assignments, uniforms, radios, keys or credentials, vehicles, supplies, records, and return of district property.
Review activity, incident, work-order, overtime, response, training, complaint, use-of-authority, and equipment data to identify workload, quality, risk, and improvement needs.

Data Quality, Controls, and Documentation

Apply written post orders and service standards consistently while accounting for student age, disability, school design, programs, events, and site-specific risk.
Audit reports for timeliness, objectivity, completeness, source distinction, notifications, actions, evidence handling, privacy, and required supervisory review.
Maintain least-privilege system access, controlled key and credential issuance, accurate equipment inventories, radio discipline, and timely access removal.
Separate campus security responsibilities from routine school discipline, law-enforcement powers, clinical decisions, and administrative investigations.
Review complaints, disparities, repeated contacts, near misses, injuries, use of restrictive practices, and service outcomes and escalate concerns through approved channels.

Campus Security Supervisor-Specific Leadership and Support

Own or support the assigned portfolio for frontline campus security staffing, deployment, coaching, incident oversight, service standards, records, equipment readiness, quality assurance, and workforce development, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

Frontline campus security supervision, deployment, coaching, service standards, incident oversight, quality assurance, equipment readiness, records, and workforce development.
Scheduling and timekeeping, radio and dispatch, incident reporting, visitor management, access control, video systems within authorized duties, work orders, training records, asset and equipment inventories, event calendars, and performance dashboards.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed in offices, schools, grounds, parking and loading areas, events, vehicles, meetings, and indoor and outdoor operational settings.
The position combines computer-based scheduling, reporting, records, and system review with frequent field observation and supervision.
The employee may encounter weather, traffic, crowds, conflict, medical needs, hazards, system failures, emergencies, and confidential personnel or student matters.
Work may include early mornings, split shifts, evenings, weekends, special events, emergency call-in, and travel among district locations.
The position requires accurate use of radio, scheduling, incident, visitor, access, video, work-order, training, and equipment-management systems within assigned authority.
The employee must protect personnel, student, family, visitor, access, video, medical, disability, complaint, and incident information.
The employee may need to move quickly, climb stairs, remain outdoors, and assist with emergency movement or equipment within locally adopted essential-function and accommodation requirements.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.

Director of School Safety and Security

Example Job Description

Director of School Safety and Security

A director of school safety and security who advances districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

Download DOCX

How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the Director of School Safety and Security role, how would you build a districtwide safety and security strategy from uneven school practices?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, how would you prioritize competing safety investments across campuses?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, what information belongs in an executive safety dashboard, and what should remain restricted?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, how would you prevent technology procurement from substituting for policy, staffing, training, or maintenance?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, how would you align school safety, emergency management, behavioral threat assessment, transportation, and cybersecurity work?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, a serious incident exposes failures across several departments. How would you lead corrective action?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, how would you preserve student belonging and civil rights while strengthening physical security?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, what governance should surround video, visitor, access-control, and reporting systems?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, how would you evaluate whether a safety program is actually reducing risk?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, how would you manage sensitive security records and public information requests?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, how would you establish effective partnerships with first responders and community agencies?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
In the Director of School Safety and Security role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the Director of School Safety and Security leads and supervises work supporting districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.

The position applies districtwide school safety and security governance, prevention, protection, mitigation, response, recovery, risk management, and continuous improvement across emergency notification, access control, visitor management, video, intrusion detection, radio, mass communication, incident management, work-order, asset, mapping, reporting, training, transportation, student information, and business-continuity systems. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The Director of School Safety and Security collaborates with students, families, school leaders, campus safety personnel, emergency management, facilities, transportation, technology, cybersecurity, student services, special education, communications, human resources, labor partners, legal counsel, insurers, vendors, law enforcement, fire, emergency medical services, public health, and local government. The role is accountable for strategic governance, portfolio management, staff leadership, budgeting, procurement, and executive communication while protecting confidential information and keeping local decisions traceable.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

Bachelor’s degree from an accredited college or university in emergency management, public administration, education, security management, criminal justice, occupational safety, information systems, or a closely related field.
Successful completion of all district-required employment clearances.
Completion of district-required emergency management, incident command, student privacy, cybersecurity, nondiscrimination, accessibility, and school safety training within established timelines.

Preferred

Master’s degree in emergency management, public administration, educational leadership, security management, organizational leadership, or a closely related field.
Current professional learning or recognized certification in emergency management, school safety, physical security, business continuity, risk management, project management, or a related discipline.
Training in data governance, privacy, accessibility, cybersecurity, procurement, public communication, behavioral threat assessment and management, and exercise design.

Required / Desired Experience

Required Experience

Five or more years of progressively responsible experience in K-12 school safety, emergency management, security operations, public administration, risk management, facilities safety, or a closely related function, including leadership of complex cross-functional work.
Experience with districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with emergency notification, access control, visitor management, video, intrusion detection, radio, mass communication, incident management, work-order, asset, mapping, reporting, training, transportation, student information, and business-continuity systems.
Experience partnering with students, families, school leaders, campus safety personnel, emergency management, facilities, transportation, technology, cybersecurity, student services, special education, communications, human resources, labor partners, legal counsel, insurers, vendors, law enforcement, fire, emergency medical services, public health, and local government.
Experience in strategic governance, portfolio management, staff leadership, budgeting, procurement, and executive communication.
Experience using portfolio, risk, incident, asset, work-order, dashboard, geographic-information, or advanced spreadsheet tools for governance and executive reporting.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Establish a districtwide safety and security strategy, governance structure, decision rights, risk criteria, service standards, escalation paths, performance measures, and improvement roadmap.
Direct all-hazards risk and vulnerability assessment, prioritization, mitigation planning, capital and operating recommendations, and lifecycle stewardship for safety measures.
Align school safety plans, emergency operations plans, physical security, behavioral threat assessment, reporting, training, exercises, transportation safety, continuity, recovery, and partner agreements.
Oversee safety personnel, contractors, technology, budgets, grants, procurement, maintenance, records, quality assurance, professional learning, and public communication within assigned authority.
Provide leaders and the governing board with clear risk, readiness, incident, corrective-action, investment, and outcome reporting while protecting sensitive security information.

Data Quality, Controls, and Documentation

Maintain a governed inventory of campuses, hazards, vulnerabilities, safeguards, systems, owners, dependencies, maintenance status, exceptions, incidents, findings, corrective actions, costs, and residual risk.
Use layered, site-specific security planning that supports learning, accessibility, student belonging, civil rights, and developmental needs rather than relying on a single product or tactic.
Define authoritative sources, access rules, retention, audit trails, system-of-record boundaries, data quality checks, and secure exchange for safety and incident information.
Require documented testing, acceptance, maintenance, backup, recovery, after-action review, and closure evidence for critical procedures and safety technology.
Separate school discipline, law-enforcement authority, clinical decision making, legal interpretation, and administrative safety responsibilities and route each to the proper accountable official.

Director of School Safety and Security-Specific Leadership and Support

Own or support the assigned portfolio for districtwide safety and security strategy, governance, layered protection, emergency readiness, threat management, transportation coordination, systems stewardship, partnerships, and measurable risk reduction, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

Districtwide school safety and security governance, prevention, protection, mitigation, response, recovery, risk management, and continuous improvement.
Emergency notification, access control, visitor management, video, intrusion detection, radio, mass communication, incident management, work-order, asset, mapping, reporting, training, transportation, student information, and business-continuity systems.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed primarily in district offices, schools, service locations, meetings, training environments, and other computer-based professional settings.
The position requires sustained computer use and detailed review of records, systems, files, reports, requests, and technical or procedural documentation.
Work involves frequent interaction with students, families, school leaders, campus safety personnel, emergency management, facilities, transportation, technology, cybersecurity, student services, special education, communications, human resources, labor partners, legal counsel, insurers, vendors, law enforcement, fire, emergency medical services, public health, and local government.
Workload may increase substantially during annual cycles, reporting windows, implementations, releases, audits, incidents, school transitions, or other critical deadlines.
The employee may encounter frequent interruptions, confidential matters, ambiguous records, failed processes, competing priorities, and urgent requests.
The position requires secure handling of personally identifiable student, family, or staff information.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.

Emergency Management and School Preparedness Coordinator

Example Job Description

Emergency Management and School Preparedness Coordinator

An emergency management and school preparedness coordinator who advances all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

Download DOCX

How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the Emergency Management and School Preparedness Coordinator role, how would you build and maintain an all-hazards EOP across many schools?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, how would you design age-appropriate exercises that build capability without causing unnecessary fear?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, a mass-notification platform fails during an incident. What would you do?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, how would you plan family reunification when student information systems are unavailable?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, what belongs in a continuity-of-operations annex?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, how would you keep emergency contacts, maps, and resource data current?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, how would you integrate accessibility and language access throughout an EOP?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, a real incident reveals an unanticipated dependency. How would you manage the after-action process?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, how would you coordinate with first responders before an emergency?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, what readiness measures would you report to leadership?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, how would you protect sensitive plans while ensuring staff can use them?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
In the Emergency Management and School Preparedness Coordinator role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the Emergency Management and School Preparedness Coordinator coordinates and leads work supporting all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.

The position applies all-hazards emergency management, prevention, protection, mitigation, response, recovery, continuity of operations, reunification, public information, training, and plan maintenance across emergency operations plan repositories, mass notification, incident command and incident-management tools, maps and floor plans, contact and resource databases, student and staff accountability, transportation, reunification, work-order, continuity, training, exercise, after-action, and corrective-action systems. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The Emergency Management and School Preparedness Coordinator collaborates with schools, students, families, district leadership, campus safety, facilities, transportation, technology, cybersecurity, nutrition, health services, special education, communications, business services, human resources, law enforcement, fire, emergency medical services, public health, emergency management, utilities, and community partners. The role is accountable for cross-functional planning, ownership, calendars, training, quality control, escalation, and continuous improvement while protecting confidential information and keeping local decisions traceable.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

Bachelor’s degree from an accredited college or university in emergency management, public administration, education, public safety, organizational leadership, business continuity, or a closely related field.
Successful completion of all district-required employment clearances.
Completion of district-designated emergency management, incident command, continuity, exercise, privacy, accessibility, and communication training within established timelines.

Preferred

Master’s degree or advanced coursework in emergency management, public administration, educational leadership, business continuity, public health, or a related field.
Professional learning or certification in emergency management, continuity, exercise design and evaluation, project management, or public information.
Training in family reunification, psychological recovery, disability-inclusive emergency planning, cybersecurity annex development, GIS, and data governance.

Required / Desired Experience

Required Experience

Three or more years of progressively responsible experience in K-12 education, student information, data, technology, compliance, research, records, or a closely related function.
Experience with all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with emergency operations plan repositories, mass notification, incident command and incident-management tools, maps and floor plans, contact and resource databases, student and staff accountability, transportation, reunification, work-order, continuity, training, exercise, after-action, and corrective-action systems.
Experience partnering with schools, students, families, district leadership, campus safety, facilities, transportation, technology, cybersecurity, nutrition, health services, special education, communications, business services, human resources, law enforcement, fire, emergency medical services, public health, emergency management, utilities, and community partners.
Experience in cross-functional planning, ownership, calendars, training, quality control, escalation, and continuous improvement.
Experience using SQL, advanced spreadsheets, scripting, workflow tools, APIs, secure file transfer, or visualization tools when relevant to assigned duties.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Lead a collaborative all-hazards planning process for the district emergency operations plan, school plans, functional annexes, hazard-specific annexes, continuity, recovery, reunification, and communications.
Maintain roles, authorities, delegations, contacts, resource inventories, maps, student and staff accountability methods, accessibility supports, alternate sites, vendor dependencies, and responder information.
Coordinate training, drills, tabletop, functional, and full-scale exercises appropriate to age, setting, risk, and participant needs without using unnecessarily traumatic practices.
Support incident coordination, situation reporting, operational periods, resource requests, family assistance, reunification, continuity, recovery, and transition back to normal operations.
Lead after-action review, improvement planning, accountable corrective action, plan revision, retraining, retesting, and executive readiness reporting.

Data Quality, Controls, and Documentation

Use a collaborative planning team and documented six-step planning cycle rather than adopting a generic plan without local analysis.
Keep contact, resource, map, vendor, technology, accessibility, transportation, and continuity data current, versioned, appropriately restricted, available offline where needed, and tested.
Integrate cyber incidents, utility failure, severe weather, wildfire, earthquake, public health, hazardous materials, violence, transportation, and other locally identified threats and hazards.
Plan for the access and functional needs of students, staff, families, and visitors, including disability, language, medical, transportation, and reunification needs.
Track exercise and real-incident observations to root causes, responsible owners, deadlines, resources, validation, and verified closure.

Emergency Management and School Preparedness Coordinator-Specific Leadership and Support

Own or support the assigned portfolio for all-hazards emergency operations planning, continuity, reunification, training, exercises, incident coordination, recovery, and verified improvement, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

All-hazards emergency management, prevention, protection, mitigation, response, recovery, continuity of operations, reunification, public information, training, and plan maintenance.
Emergency operations plan repositories, mass notification, incident command and incident-management tools, maps and floor plans, contact and resource databases, student and staff accountability, transportation, reunification, work-order, continuity, training, exercise, after-action, and corrective-action systems.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed primarily in district offices, schools, service locations, meetings, training environments, and other computer-based professional settings.
The position requires sustained computer use and detailed review of records, systems, files, reports, requests, and technical or procedural documentation.
Work involves frequent interaction with schools, students, families, district leadership, campus safety, facilities, transportation, technology, cybersecurity, nutrition, health services, special education, communications, business services, human resources, law enforcement, fire, emergency medical services, public health, emergency management, utilities, and community partners.
Workload may increase substantially during annual cycles, reporting windows, implementations, releases, audits, incidents, school transitions, or other critical deadlines.
The employee may encounter frequent interruptions, confidential matters, ambiguous records, failed processes, competing priorities, and urgent requests.
The position requires secure handling of personally identifiable student, family, or staff information.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.

Safe Routes and Transportation Coordinator

Example Job Description

Safe Routes and Transportation Security Coordinator

A safe routes and transportation security coordinator who advances safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

Download DOCX

How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the Safe Routes and Transportation Security Coordinator role, how would you evaluate a proposed school bus stop or route change?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, routing software recommends a stop that creates an unsafe walking path. What would you do?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, how would you reconcile student addresses across transportation and student systems?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, what data should inform arrival and dismissal improvements?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, a family reports a hazard that is not visible during your first visit. How would you proceed?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, how would you document safety tradeoffs when no option eliminates all risk?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, how would you protect student location, ridership, video, and vehicle-location data?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, how would you coordinate transportation during an emergency or reunification?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, what would you do after a serious near miss at a stop?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, how would you plan for construction, severe weather, or a road closure?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, how would you measure equitable access to safe transportation?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
In the Safe Routes and Transportation Security Coordinator role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the Safe Routes and Transportation Security Coordinator coordinates and leads work supporting safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.

The position applies safe school travel, bus stop and route risk assessment, arrival and dismissal, pedestrian and bicycle safety, transportation security, incident readiness, data quality, and community coordination across transportation routing, geographic information, student information, address validation and geocoding, ridership and eligibility, vehicle location and telematics, stop-arm and onboard video within authorized use, dispatch, driver and vehicle records, work orders, incident reporting, weather and road information, and family communication systems. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The Safe Routes and Transportation Security Coordinator collaborates with students, families, drivers, dispatchers, transportation leaders, school administrators, campus safety, special education, homeless and foster youth liaisons, facilities, technology, data stewards, local government, traffic engineering, public works, law enforcement, transit, bicycle and pedestrian partners, and transportation vendors. The role is accountable for cross-functional planning, ownership, calendars, training, quality control, escalation, and continuous improvement while protecting confidential information and keeping local decisions traceable.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

Bachelor’s degree from an accredited college or university in transportation planning, traffic safety, urban or regional planning, geography, public administration, emergency management, logistics, information systems, or a closely related field. Additional qualifying experience may be substituted where permitted by district policy.
Successful completion of all district-required employment and driving clearances applicable to the assignment.
Completion of role-required pupil transportation, school bus stop and route, emergency management, student privacy, accessibility, GIS or routing-system, and incident-reporting training within established timelines.

Preferred

Graduate coursework in transportation planning, traffic engineering, public administration, geography, emergency management, or a related field.
Professional learning or certification in pupil transportation, road safety, Safe Routes to School, GIS, emergency management, project management, or data analysis.
Training in student data governance, accessible transportation, community engagement, traffic operations, crash and near-miss analysis, and vendor or system management.

Required / Desired Experience

Required Experience

Three or more years of progressively responsible experience in K-12 education, student information, data, technology, compliance, research, records, or a closely related function.
Experience with safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with transportation routing, geographic information, student information, address validation and geocoding, ridership and eligibility, vehicle location and telematics, stop-arm and onboard video within authorized use, dispatch, driver and vehicle records, work orders, incident reporting, weather and road information, and family communication systems.
Experience partnering with students, families, drivers, dispatchers, transportation leaders, school administrators, campus safety, special education, homeless and foster youth liaisons, facilities, technology, data stewards, local government, traffic engineering, public works, law enforcement, transit, bicycle and pedestrian partners, and transportation vendors.
Experience in cross-functional planning, ownership, calendars, training, quality control, escalation, and continuous improvement.
Experience using SQL, advanced spreadsheets, scripting, workflow tools, APIs, secure file transfer, or visualization tools when relevant to assigned duties.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Maintain a documented process for evaluating routes, stops, walking paths, crossings, loading zones, arrival and dismissal, special events, construction, weather, and reported hazards.
Coordinate accurate student address, eligibility, accessibility, stop, route, bell-time, school-calendar, vehicle, driver, roadway, restriction, and contact data across responsible systems.
Review new and changed stops and routes using site observation, student age and needs, pedestrian paths, roadway characteristics, traffic controls, direction of travel, visibility, lighting, supervision, emergency access, and local requirements.
Coordinate hazard reports, family requests, school concerns, near misses, crashes, illegal passing, vehicle or technology failures, corrective actions, communication, and verified closure.
Develop training, maps, procedures, contingency routes, emergency contacts, reunification and evacuation support, and clear communication for drivers, schools, students, families, and partners.

Data Quality, Controls, and Documentation

Use a Safe System approach that considers children, buses, other vehicles, roads, stops, waiting areas, walking and bicycling paths, loading, unloading, and human error together.
Treat routing software as decision support; validate geocodes, walk paths, crossing rules, turn restrictions, roadway attributes, stop direction, grade-level rules, exceptions, and field conditions.
Apply role-based access, minimum-necessary student information, secure family communication, appropriate video and telematics use, retention, auditability, and incident escalation.
Maintain decision records showing the evidence, alternatives, safety tradeoffs, policy or legal criteria, consultation, approval, communication, implementation, and review date for consequential route or stop decisions.
Analyze hazards, complaints, near misses, crashes, passing violations, late service, route changes, student access, accessibility, and recurring locations while accounting for reporting and exposure differences.

Safe Routes and Transportation Security Coordinator-Specific Leadership and Support

Own or support the assigned portfolio for safe school travel, route and stop risk assessment, arrival and dismissal, transportation security, governed routing data, incident readiness, and community coordination, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

Safe school travel, bus stop and route risk assessment, arrival and dismissal, pedestrian and bicycle safety, transportation security, incident readiness, data quality, and community coordination.
Transportation routing, geographic information, student information, address validation and geocoding, ridership and eligibility, vehicle location and telematics, stop-arm and onboard video within authorized use, dispatch, driver and vehicle records, work orders, incident reporting, weather and road information, and family communication systems.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed in offices, schools, transportation facilities, vehicles, bus stops, roadways, sidewalks, crossings, loading zones, meetings, and outdoor field settings.
The position requires substantial computer use for routing, GIS, student and transportation records, telematics, reports, documentation, communication, and analysis.
Field review may occur near moving vehicles and in variable weather, traffic, lighting, road, construction, and terrain conditions using approved safety procedures.
Workload may increase during route planning, school opening, bell-time changes, construction, severe weather, emergencies, incidents, and major service changes.
The position requires frequent interaction with students, families, drivers, schools, transportation staff, public agencies, vendors, and community partners.
The employee must protect student address, ridership, disability, route, video, vehicle-location, family-contact, and incident information.
Work may include early mornings, afternoons, evenings, emergency call-in, and travel throughout the district and surrounding community.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.

Safety Training and Excercise Specialist

Example Job Description

Safety Training and Exercise Specialist

A safety training and exercise specialist who advances role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

Download DOCX

How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the Safety Training and Exercise Specialist role, how would you build a multiyear training and exercise program?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, how would you make a safety exercise age appropriate and trauma aware?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, what distinguishes a drill, tabletop, functional, and full-scale exercise?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, how would you write measurable exercise objectives?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, a school wants an unannounced highly realistic exercise. How would you respond?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, how would you evaluate performance without embarrassing participants?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, what belongs in an after-action report and improvement plan?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, how would you verify corrective actions actually improved capability?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, how would you include students with disabilities and people with language-access needs?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, how would you maintain accurate training and credential records?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, how would you use exercise data without overstating readiness?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
In the Safety Training and Exercise Specialist role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the Safety Training and Exercise Specialist performs and coordinates advanced work supporting role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.

The position applies school safety professional learning, exercise design, facilitation, evaluation, after-action reporting, corrective action, competency tracking, accessibility, and continuous improvement across learning-management, registration, credential and completion tracking, exercise-management, survey, emergency notification, incident-simulation, after-action, corrective-action, document, analytics, and collaboration systems. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The Safety Training and Exercise Specialist collaborates with students, families, educators, school administrators, campus safety, emergency management, facilities, transportation, technology, communications, special education, multilingual learner programs, mental health professionals, human resources, labor partners, and first responders. The role is accountable for specialized operations, configuration, analysis, troubleshooting, documentation, and user support while protecting confidential information and keeping local decisions traceable.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

Bachelor’s degree from an accredited college or university in emergency management, education, instructional design, adult learning, public administration, organizational development, public safety, or a closely related field.
Successful completion of all district-required employment clearances.
Completion of district-designated emergency management, exercise design and evaluation, accessibility, student privacy, psychological safety, mandated-reporting, and learning-system training within established timelines.

Preferred

Graduate coursework in emergency management, education, instructional design, organizational development, public administration, or a related field.
Professional learning or certification in exercise design and evaluation, emergency management, instructional design, adult learning, facilitation, project management, or accessibility.
Training in trauma-aware and developmentally appropriate practice, data analysis, learning management, after-action facilitation, and corrective-action management.

Required / Desired Experience

Required Experience

Two or more years of progressively responsible experience in K-12 education, student information, data, technology, compliance, research, records, or a closely related function.
Experience with role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with learning-management, registration, credential and completion tracking, exercise-management, survey, emergency notification, incident-simulation, after-action, corrective-action, document, analytics, and collaboration systems.
Experience partnering with students, families, educators, school administrators, campus safety, emergency management, facilities, transportation, technology, communications, special education, multilingual learner programs, mental health professionals, human resources, labor partners, and first responders.
Experience in specialized operations, configuration, analysis, troubleshooting, documentation, and user support.
Experience using SQL, advanced spreadsheets, scripting, workflow tools, APIs, secure file transfer, or visualization tools when relevant to assigned duties.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Conduct needs analysis and maintain a role-based training and exercise program aligned with plans, hazards, responsibilities, school calendars, workforce turnover, and improvement priorities.
Design accessible instructor-led, online, job-aid, drill, tabletop, workshop, functional, and full-scale learning activities with clear objectives, evaluation criteria, safeguards, and participant support.
Coordinate facilitators, controllers, evaluators, observers, actors, logistics, communications, technology, venues, materials, accommodations, consent or notification, and responder participation.
Collect observations and participant feedback, facilitate hotwashes, analyze performance against objectives, and produce factual after-action reports and improvement plans.
Track accountable corrective actions, owners, resources, deadlines, validation, plan or procedure revisions, retraining, retesting, completion, and executive reporting.

Data Quality, Controls, and Documentation

Use age-appropriate, trauma-aware, culturally responsive, accessible, and developmentally suitable methods and avoid unnecessary simulation, surprise, graphic content, or practices that could harm participants.
Protect exercise scenarios, security vulnerabilities, participant information, accommodation details, performance records, and restricted plans through role-based access and appropriate retention.
Distinguish attendance from learning and capability; use observable objectives, valid evaluation guides, multiple evidence sources, and follow-up performance checks.
Maintain version control for plans, curricula, job aids, rosters, credentials, exercise documents, findings, corrective actions, and superseded materials.
Analyze participation, completion, assessment, confidence, performance, accessibility, incident, and corrective-action data without using training metrics as a substitute for operational readiness.

Safety Training and Exercise Specialist-Specific Leadership and Support

Own or support the assigned portfolio for role-based school safety learning, age-appropriate drills and exercises, evaluation, after-action reporting, corrective action, competency records, and capability improvement, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

School safety professional learning, exercise design, facilitation, evaluation, after-action reporting, corrective action, competency tracking, accessibility, and continuous improvement.
Learning-management, registration, credential and completion tracking, exercise-management, survey, emergency notification, incident-simulation, after-action, corrective-action, document, analytics, and collaboration systems.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed primarily in district offices, schools, service locations, meetings, training environments, and other computer-based professional settings.
The position requires sustained computer use and detailed review of records, systems, files, reports, requests, and technical or procedural documentation.
Work involves frequent interaction with students, families, educators, school administrators, campus safety, emergency management, facilities, transportation, technology, communications, special education, multilingual learner programs, mental health professionals, human resources, labor partners, and first responders.
Workload may increase substantially during annual cycles, reporting windows, implementations, releases, audits, incidents, school transitions, or other critical deadlines.
The employee may encounter frequent interruptions, confidential matters, ambiguous records, failed processes, competing priorities, and urgent requests.
The position requires secure handling of personally identifiable student, family, or staff information.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.

School Safety and Security Coordinator

Example Job Description

School Safety and Security Coordinator

A school safety and security coordinator who advances coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

Download DOCX

How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the School Safety and Security Coordinator role, how would you create consistency across school safety plans without erasing site differences?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, a school reports a corrective action complete, but evidence is unclear. What would you do?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, how would you coordinate an annual school safety calendar?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, what data would you use to identify recurring campus hazards?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, how would you protect sensitive maps and emergency information?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, a safety system outage remains unresolved near a major event. How would you respond?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, how would you support a principal who is behind on preparedness requirements?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, what should a site-readiness dashboard show?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, how would you coordinate first-responder walkthroughs and follow-up?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, how would you ensure accessibility and language access in safety procedures?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, how would you improve reporting quality without discouraging reporting?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
In the School Safety and Security Coordinator role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the School Safety and Security Coordinator coordinates and leads work supporting coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.

The position applies school safety program coordination, site-plan consistency, risk assessment, incident readiness, corrective action, technical assistance, and operational reporting across school safety plan repositories, emergency operations plans, assessment and inspection tools, incident and case-management platforms, training records, work orders, asset inventories, visitor and access-control systems, mass notification, maps, dashboards, and collaboration tools. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The School Safety and Security Coordinator collaborates with school administrators, campus safety staff, emergency management, facilities, transportation, technology, student services, special education, communications, human resources, vendors, families, and first responders. The role is accountable for cross-functional planning, ownership, calendars, training, quality control, escalation, and continuous improvement while protecting confidential information and keeping local decisions traceable.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

Bachelor’s degree from an accredited college or university in emergency management, education, public administration, security management, occupational safety, information systems, or a closely related field. Additional qualifying experience may be substituted where permitted by district policy.
Successful completion of all district-required employment clearances.
Completion of role-required emergency management, incident command, privacy, records, accessibility, system, and school safety training within established timelines.

Preferred

Graduate coursework in emergency management, educational leadership, public administration, organizational leadership, or a related field.
Professional learning or certification in school safety, emergency management, physical security, continuity, project management, or risk assessment.
Training in data quality, analytics, accessible communication, behavioral threat assessment, exercise evaluation, and corrective-action management.

Required / Desired Experience

Required Experience

Three or more years of progressively responsible experience in K-12 education, student information, data, technology, compliance, research, records, or a closely related function.
Experience with coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with school safety plan repositories, emergency operations plans, assessment and inspection tools, incident and case-management platforms, training records, work orders, asset inventories, visitor and access-control systems, mass notification, maps, dashboards, and collaboration tools.
Experience partnering with school administrators, campus safety staff, emergency management, facilities, transportation, technology, student services, special education, communications, human resources, vendors, families, and first responders.
Experience in cross-functional planning, ownership, calendars, training, quality control, escalation, and continuous improvement.
Experience using SQL, advanced spreadsheets, scripting, workflow tools, APIs, secure file transfer, or visualization tools when relevant to assigned duties.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Maintain annual calendars, templates, responsibilities, review cycles, approvals, training, exercises, inspections, corrective actions, and evidence for district and site safety programs.
Coordinate site risk and vulnerability assessments, safety-plan updates, emergency contacts, maps, responder information, inventories, drills, inspections, and improvement follow-through.
Provide schools with role-specific technical assistance, accessible resources, implementation support, issue triage, escalation, and continuity documentation.
Monitor incidents, hazards, work orders, system outages, training completion, drill findings, corrective actions, and recurring patterns and prepare actionable status reports.
Coordinate safety meetings, school and community communication, responder walkthroughs, vendor activity, records, and cross-department dependencies.

Data Quality, Controls, and Documentation

Use standard definitions and controlled templates while allowing site-specific hazards, populations, facilities, programs, schedules, accessibility needs, and local partner conditions.
Reconcile school submissions, system records, inspection evidence, work orders, incident information, training records, and closure documentation before reporting completion.
Protect restricted plans, floor maps, camera or access details, personal information, medical or disability information, and active incident records.
Track each finding to an accountable owner, priority, due date, interim safeguard, evidence of correction, validation, and closure.
Use trend and exception analysis to identify systemwide issues without treating incomplete reporting as proof that risk is absent.

School Safety and Security Coordinator-Specific Leadership and Support

Own or support the assigned portfolio for coordinated school safety plans, risk assessments, readiness activities, incident trends, technical assistance, corrective action, documentation, and site support, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

School safety program coordination, site-plan consistency, risk assessment, incident readiness, corrective action, technical assistance, and operational reporting.
School safety plan repositories, emergency operations plans, assessment and inspection tools, incident and case-management platforms, training records, work orders, asset inventories, visitor and access-control systems, mass notification, maps, dashboards, and collaboration tools.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed primarily in district offices, schools, service locations, meetings, training environments, and other computer-based professional settings.
The position requires sustained computer use and detailed review of records, systems, files, reports, requests, and technical or procedural documentation.
Work involves frequent interaction with school administrators, campus safety staff, emergency management, facilities, transportation, technology, student services, special education, communications, human resources, vendors, families, and first responders.
Workload may increase substantially during annual cycles, reporting windows, implementations, releases, audits, incidents, school transitions, or other critical deadlines.
The employee may encounter frequent interruptions, confidential matters, ambiguous records, failed processes, competing priorities, and urgent requests.
The position requires secure handling of personally identifiable student, family, or staff information.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.

School Safety Systems Specialist

Example Job Description

School Safety Systems and Technology Specialist

A school safety systems and technology specialist who advances secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

Download DOCX

How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the School Safety Systems and Technology Specialist role, how would you turn a safety concern into testable system requirements?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, how would you commission an access-control or emergency-notification deployment?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, a critical device appears online but fails during a drill. What would you do?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, what governance should surround video, visitor, and access data?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, how would you secure vendor remote access?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, how would you design for power, network, or cloud-service failure?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, two systems disagree about identities or door assignments. How would you resolve it?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, how would you prioritize maintenance across a large device inventory?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, a vendor proposes AI-enabled video analytics. How would you evaluate it?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, what documentation must transfer from a project to operations?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, how would you measure system reliability and operational value?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
In the School Safety Systems and Technology Specialist role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the School Safety Systems and Technology Specialist performs and coordinates advanced work supporting secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.

The position applies school physical-security systems analysis, requirements, integration, privacy, cybersecurity, accessibility, testing, maintenance, monitoring, lifecycle management, and operational support across access control, identity and credential management, visitor management, video management, intrusion detection, duress and panic systems, intercom, radio, emergency notification, public-address, digital mapping, sensors, dispatch, incident management, networking, cloud, work-order, asset, log, and reporting platforms. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The School Safety Systems and Technology Specialist collaborates with school safety, emergency management, facilities, technology, cybersecurity, privacy, accessibility, communications, procurement, school administrators, campus personnel, vendors, integrators, first responders, and responsible data owners. The role is accountable for specialized operations, configuration, analysis, troubleshooting, documentation, and user support while protecting confidential information and keeping local decisions traceable.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

Bachelor’s degree from an accredited college or university in information technology, electronics, engineering technology, cybersecurity, information systems, security systems, emergency management, or a closely related field. Additional qualifying technical experience may be substituted where permitted by district policy.
Successful completion of all district-required employment clearances.
Completion of role-required manufacturer, network, cybersecurity, privacy, accessibility, electrical-safety, records, and school emergency-procedure training within established timelines.

Preferred

Current professional certification or advanced training in physical-security systems, networking, cybersecurity, identity and access management, project management, low-voltage systems, cloud platforms, or a related discipline.
Training in systems engineering, interoperability, data governance, privacy impact assessment, accessibility, procurement, and vendor risk management.
Experience with recognized security and technology frameworks and with translating them appropriately for K-12 operational settings.

Required / Desired Experience

Required Experience

Two or more years of progressively responsible experience in K-12 education, student information, data, technology, compliance, research, records, or a closely related function.
Experience with secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with access control, identity and credential management, visitor management, video management, intrusion detection, duress and panic systems, intercom, radio, emergency notification, public-address, digital mapping, sensors, dispatch, incident management, networking, cloud, work-order, asset, log, and reporting platforms.
Experience partnering with school safety, emergency management, facilities, technology, cybersecurity, privacy, accessibility, communications, procurement, school administrators, campus personnel, vendors, integrators, first responders, and responsible data owners.
Experience in specialized operations, configuration, analysis, troubleshooting, documentation, and user support.
Experience using SQL, advanced spreadsheets, scripting, workflow tools, APIs, secure file transfer, or visualization tools when relevant to assigned duties.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Translate safety needs and risk assessments into documented functional, technical, accessibility, privacy, cybersecurity, interoperability, resilience, maintenance, support, and acceptance requirements.
Maintain governed inventories of devices, software, licenses, locations, owners, network dependencies, integrations, configurations, data flows, retention, warranties, maintenance, testing, exceptions, and lifecycle status.
Coordinate configuration, integration, identity and access, network readiness, installation, commissioning, user acceptance, documentation, training, support, monitoring, change control, and retirement.
Monitor availability, health, storage, capacity, certificate or license expiration, failed devices, access exceptions, alarm delivery, work orders, vulnerabilities, vendor notices, and service performance.
Plan and test degraded operations, backup power, offline procedures, failover, restoration, log preservation, secure vendor access, and safe system retirement.

Data Quality, Controls, and Documentation

Use layered-security and systems-engineering principles; validate how people, policy, process, facilities, data, networks, devices, vendors, and responders work together.
Apply least privilege, multifactor authentication where supported, separation of duties, approved provisioning, periodic access review, logging, encryption, secure configuration, patching, and incident response.
Limit collection, viewing, search, sharing, export, retention, analytics, and disclosure of video, visitor, access, location, and incident data to approved purposes and authority.
Test normal, boundary, failure, accessibility, network-loss, power-loss, alert-routing, integration, backup, recovery, and false-alarm scenarios with documented acceptance criteria.
Reconcile system inventories, physical inspections, device health, logs, tickets, maintenance records, invoices, and acceptance evidence rather than relying solely on vendor dashboards.

School Safety Systems and Technology Specialist-Specific Leadership and Support

Own or support the assigned portfolio for secure, private, accessible, interoperable, resilient, tested, and maintainable school safety systems across their complete lifecycle, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

School physical-security systems analysis, requirements, integration, privacy, cybersecurity, accessibility, testing, maintenance, monitoring, lifecycle management, and operational support.
Access control, identity and credential management, visitor management, video management, intrusion detection, duress and panic systems, intercom, radio, emergency notification, public-address, digital mapping, sensors, dispatch, incident management, networking, cloud, work-order, asset, log, and reporting platforms.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed primarily in district offices, schools, service locations, meetings, training environments, and other computer-based professional settings.
The position requires sustained computer use and detailed review of records, systems, files, reports, requests, and technical or procedural documentation.
Work involves frequent interaction with school safety, emergency management, facilities, technology, cybersecurity, privacy, accessibility, communications, procurement, school administrators, campus personnel, vendors, integrators, first responders, and responsible data owners.
Workload may increase substantially during annual cycles, reporting windows, implementations, releases, audits, incidents, school transitions, or other critical deadlines.
The employee may encounter frequent interruptions, confidential matters, ambiguous records, failed processes, competing priorities, and urgent requests.
The position requires secure handling of personally identifiable student, family, or staff information.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.

Threat Assessment and Management Coordinator

Example Job Description

Threat Assessment and Management Coordinator

A threat assessment and management coordinator who advances multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.

Download and interview resourcesUse the editable Word exemplar or review structured interview questions for local adaptation.

Download DOCX

How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.

The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.

In the Threat Assessment and Management Coordinator role, how would you establish a trusted multidisciplinary threat assessment program?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, a concerning report is vague and anonymous. What would you do?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, how would you distinguish threat assessment from discipline or profiling?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, what information should a team gather, and from whom?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, how would you protect sensitive case information while enabling collaboration?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, a student has a disability that may affect how behavior is understood. How would you proceed?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, what makes an intervention and management plan actionable?
Strong response indicators: Defines the purpose, scope, governing requirement, timeline, responsible owners, dependencies, controls, communication, contingencies, and evidence of completion. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, how would you monitor a case over time and determine closure?
Strong response indicators: Verifies authoritative information, protects the affected person and data, follows approved procedures, involves responsible owners, documents facts, and confirms resolution. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, a team member pushes for action based primarily on a diagnosis or social-media rumor. How would you respond?
Strong response indicators: Uses systematic diagnosis, representative evidence, root-cause analysis, controlled correction, reconciliation, documentation, and monitoring for recurrence. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, how would you evaluate equity and consistency across teams?
Strong response indicators: Applies least privilege, minimum necessary access, secure channels, appropriate approval, auditability, retention, and prompt escalation of uncertainty or risk. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, how would you design a bystander-reporting process students will trust?
Strong response indicators: Communicates the evidence, affected population, operational consequence, uncertainty, available choices, recommended action, accountable owners, and follow-up without unnecessary jargon. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
In the Threat Assessment and Management Coordinator role, what would you prioritize during your first 90 days?
Strong response indicators: Builds sustainable ownership through clear definitions, role-specific training, useful quality reports, feedback loops, documentation, support, and verification that improvement persists. Connects the response to the position’s specific responsibility for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.

Local HR review required: These examples are educational starting points, not a complete selection instrument or legal advice. The district should validate every question and scoring criterion against its current job analysis, collective bargaining obligations, nondiscrimination requirements, reasonable-accommodation procedures, and applicable law. Avoid inquiries about protected personal characteristics or information unrelated to job performance.

Structured-interview references: U.S. Office of Personnel Management · U.S. Equal Employment Opportunity Commission

Position Description

Under the direction of the appropriate district administrator, the Threat Assessment and Management Coordinator coordinates and leads work supporting multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.

The position applies behavioral threat assessment and management program coordination, multidisciplinary practice, bystander reporting, case triage, information gathering, intervention planning, monitoring, privacy, and continuous improvement across secure concern-reporting, case-management, student information, attendance, discipline, counseling, special education, health, human resources, communications, records, training, analytics, and emergency-notification systems within role-based authority. It establishes or follows clear ownership, validation, security, documentation, review, and escalation practices appropriate to the role’s assigned authority.

The Threat Assessment and Management Coordinator collaborates with students, families, school administrators, counselors, psychologists, social workers, nurses, special education staff, teachers, human resources, legal counsel, privacy officials, safety personnel, law enforcement, mental health providers, and community services. The role is accountable for cross-functional planning, ownership, calendars, training, quality control, escalation, and continuous improvement while protecting confidential information and keeping local decisions traceable.

Reports To

Insert your school district’s specific reporting relationship here.

Required Education and Credentials

Required

Bachelor’s degree from an accredited college or university in psychology, counseling, social work, education, public health, behavioral science, emergency management, public administration, or a closely related field.
Successful completion of all district-required employment clearances and professional-license verification when a license is required by the locally determined scope.
Completion of district-approved behavioral threat assessment and management, suicide-prevention, privacy, records, disability, nondiscrimination, mandated-reporting, and emergency-escalation training within established timelines.

Preferred

Master’s degree in psychology, counseling, social work, education, public health, behavioral science, or a closely related field.
Current professional license, credential, certification, or advanced training relevant to the district-determined responsibilities of the position.
Advanced multidisciplinary threat assessment and management training that addresses evidence-based practice, supportive intervention, bias, disability, privacy, case management, and program evaluation.

Required / Desired Experience

Required Experience

Three or more years of progressively responsible experience in K-12 education, student information, data, technology, compliance, research, records, or a closely related function.
Experience with multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality.
Experience interpreting requirements, procedures, definitions, reports, system information, or technical documentation relevant to assigned work.
Experience coordinating or completing deadline-driven work with careful documentation and quality control.
Experience handling confidential information and communicating with users or stakeholders.

Desired Experience

Experience with secure concern-reporting, case-management, student information, attendance, discipline, counseling, special education, health, human resources, communications, records, training, analytics, and emergency-notification systems within role-based authority.
Experience partnering with students, families, school administrators, counselors, psychologists, social workers, nurses, special education staff, teachers, human resources, legal counsel, privacy officials, safety personnel, law enforcement, mental health providers, and community services.
Experience in cross-functional planning, ownership, calendars, training, quality control, escalation, and continuous improvement.
Experience using SQL, advanced spreadsheets, scripting, workflow tools, APIs, secure file transfer, or visualization tools when relevant to assigned duties.
Experience developing accessible training, technical documentation, process maps, data dictionaries, or continuity materials.

Essential Duties and Responsibilities

Planning, Operations, and Service Delivery

Establish and maintain district protocols for reporting, immediate-danger escalation, triage, multidisciplinary assessment, intervention, monitoring, closure, reactivation, consultation, and quality review.
Coordinate trained multidisciplinary teams, role clarity, meeting cadence, consultation, school support, case transfer, after-hours pathways, and connection to appropriate services.
Promote accessible, trusted reporting options and age-appropriate education that explain what to report, how reports are handled, emergency alternatives, confidentiality limits, and protection from retaliation.
Support teams in gathering corroborated information from appropriate sources, understanding behavior in context, identifying risks and needs, and developing individualized management and support plans.
Monitor program workload, timeliness, fidelity, service connections, plan implementation, unresolved needs, repeat concerns, disparities, outcomes, training, and corrective action.

Data Quality, Controls, and Documentation

Use behavior- and evidence-based assessment; do not rely on profiles, protected characteristics, diagnosis alone, rumor, a checklist score, or zero-tolerance discipline.
Distinguish behavioral threat assessment from criminal investigation, school discipline, suicide-risk assessment, special education decision making, and clinical diagnosis while coordinating responsible professionals.
Apply role-based access, minimum-necessary information, secure case records, source attribution, correction procedures, retention, approved disclosure, and documented legal or policy guidance.
Record observable behavior, context, sources, uncertainties, team reasoning, protective factors, interventions, responsible owners, timelines, monitoring, changes, and closure rationale.
Review referral, assessment, intervention, and outcome patterns for potential bias, underreporting, over-referral, inconsistent practice, access barriers, and unmet support needs.

Threat Assessment and Management Coordinator-Specific Leadership and Support

Own or support the assigned portfolio for multidisciplinary behavioral threat assessment and management, trusted reporting, evidence-based case practice, supportive intervention, secure records, monitoring, and program quality, with responsibilities clearly matched to the position’s authority and classification.
Develop role-specific calendars, service expectations, status reporting, support channels, and escalation paths.
Coordinate decisions with responsible data owners, program leaders, technical custodians, reviewers, and approving officials.
Provide accessible training, guidance, communications, and technical assistance tailored to user responsibilities.
Analyze recurring errors, incidents, requests, and process delays and recommend sustainable improvements.

Security, Improvement, and Continuity

Protect personally identifiable and confidential information in systems, files, reports, email, tickets, meetings, training, and support activity.
Test consequential changes using representative cases, documented expectations, peer or owner review, and post-change validation.
Use automation only with appropriate access, versioning, logging, exception handling, review, and recovery procedures.
Maintain current standard operating procedures, cross-training, critical contacts, dependencies, backup coverage, and recovery steps.
Perform other related duties consistent with the position’s purpose and classification.

Required Skills and Abilities

Knowledge of

Behavioral threat assessment and management program coordination, multidisciplinary practice, bystander reporting, case triage, information gathering, intervention planning, monitoring, privacy, and continuous improvement.
Secure concern-reporting, case-management, student information, attendance, discipline, counseling, special education, health, human resources, communications, records, training, analytics, and emergency-notification systems within role-based authority.
Data governance, source ownership, data quality, internal controls, change management, documentation, and continuous improvement.
Student privacy, confidentiality, role-based access, secure transmission, records management, incident escalation, and responsible use.
Project coordination, customer service, adult learning, accessible communication, and support practices appropriate to assigned work.

Ability to

Interpret detailed requirements and translate them into accurate procedures, system actions, reports, guidance, or decisions.
Trace discrepancies through source records, processes, configurations, mappings, transformations, and outputs.
Manage competing priorities and fixed deadlines with transparent status, documentation, review, and escalation.
Communicate clearly with technical, program, school, leadership, family, vendor, or agency audiences as appropriate.
Exercise discretion, preserve confidentiality, recognize limits of authority, and escalate material risk promptly.
Learn evolving requirements and technologies and improve processes without weakening controls or continuity.

Work Environment

Work is performed primarily in district offices, schools, service locations, meetings, training environments, and other computer-based professional settings.
The position requires sustained computer use and detailed review of records, systems, files, reports, requests, and technical or procedural documentation.
Work involves frequent interaction with students, families, school administrators, counselors, psychologists, social workers, nurses, special education staff, teachers, human resources, legal counsel, privacy officials, safety personnel, law enforcement, mental health providers, and community services.
Workload may increase substantially during annual cycles, reporting windows, implementations, releases, audits, incidents, school transitions, or other critical deadlines.
The employee may encounter frequent interruptions, confidential matters, ambiguous records, failed processes, competing priorities, and urgent requests.
The position requires secure handling of personally identifiable student, family, or staff information.

Other Requirements

Successfully complete required criminal-record, fingerprint, and employment clearances.
Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
Complete annual mandated-reporter training and fulfill all legally applicable reporting responsibilities.
Complete district-required cybersecurity, student-privacy, safety, nondiscrimination, records, and workplace training.
Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, and data access.
Travel between district offices, schools, service locations, meetings, and professional-development activities as assigned.
Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
Occasionally work early-morning, evening, weekend, or extended hours during critical operational, reporting, testing, implementation, or incident periods.
Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment.
Use hands and fingers for keyboarding and handling documents; maintain visual attention while reviewing detailed records and computer displays.
Occasionally lift, carry, or move records, devices, equipment, or supplies weighing up to 25 pounds.
Perform the essential functions of the position with or without reasonable accommodation.