Brandon Torres

Brandon Torres began his calling to serve and protect in 2001 when he served in the United States Army. After honorably serving and becoming a disabled veteran, Brandon’s passion to serve continued to burn. In 2005 Brandon joined Texas law enforcement and served as a Police Officer. 

During his tenure in law enforcement, Brandon was a force multiplier and a resource in many areas of law enforcement. Brandon rapidly climbed the ranks of law enforcement and reached the highest rank in law enforcement (Chief of Police) in 2011.

Brandon holds a Bachelor’s degree in Criminal Justice and Emergency Management from Midwestern State University and a Master Peace Officer’s certification, the highest level of licensure offered within the state of Texas, from the Texas Commission On Law Enforcement (TCOLE).

Ever committed to lifelong learning, Brandon is a graduate of the Texas Chief’s Certification Course at the Law Enforcement Management Institute of Texas (LEMIT), The FBI Command College, The School Based Law Enforcement (SBLE) trainers course at Texas State University, and is a certified Police Instructor. 

Brandon holds multiple certifications including Special Weapons and Tactics (SWAT), Hostage/Crisis Negotiations, Gang Specialist, Mental Health Peace Officer, Field Training Officer (FTO), and is fully compliant with the provisions of the Federal Emergency Management Agency’s (FEMA) National Incident Management System (NIMS). Brandon believes in technical and tactical proficiency. 

In testament to this concept, he has completed multiple leadership programs including having received the “Leadership Trilogy Award” from the Federal Bureau of Investigation Law Enforcement Executive Development Association (FBI-LEEDA).

When Brandon is away from work, he enjoys spending quality time with his family and traveling on new adventures. Brandon has extensive experience within the ISD setting and is particularly sensitive to the needs of specialized law enforcement programs and the necessary balance required to be responsive to both the education community served as well as the organization’s responsibility to the community at large.