{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:38:13.964Z","occupation":{"soc":"25-1111.00","title":"Criminal Justice and Law Enforcement Teachers, Postsecondary","group":"Educational Instruction & Library","sector":"61","jobZone":5,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers postsecondary teaching of criminal justice and law enforcement topics — from entry-level course delivery in university classrooms to executive-level curriculum leadership, faculty development, and institutional strategy in accredited higher education programs.","levels":{"emerging":{"label":"Emerging","statements":["Undergraduate lecture content on foundational criminal law topics — prepare and deliver with structured notes and close adherence to approved syllabi in a postsecondary classroom setting.","Classroom discussions on criminal justice concepts — initiate and facilitate under mentorship guidance within a supervised course section at a college or university.","Student assignments and written papers — evaluate and grade using provided rubrics and departmental grading standards in an entry-level teaching role.","Course examinations — compile and administer according to established departmental protocols, seeking colleague review before distribution.","Current criminal justice literature and professional publications — read and summarize to stay informed of field developments during an initial faculty appointment.","Student attendance records and grade entries — maintain accurately using institutional learning management systems in compliance with registrar requirements.","Course syllabi and basic instructional handouts — prepare following departmental templates and curriculum guidelines for assigned undergraduate courses.","Word processing and presentation software — apply to create course materials and lecture slides for in-person criminal justice instruction.","Active listening and questioning techniques — employ during student office hours to identify learning gaps in a postsecondary educational environment.","Existing course content and learning objectives — review and align personal instructional approach to meet accreditation and departmental standards."]},"developing":{"label":"Developing","statements":["Lectures on specialized topics such as defensive policing and investigation techniques — prepare and deliver with reduced oversight to undergraduate and graduate students in a university criminal justice program.","Classroom discussions on complex law enforcement scenarios — facilitate and moderate with growing independence, encouraging critical thinking among diverse student cohorts.","Comprehensive grading workflows for papers, exams, and class participation — manage routinely, providing substantive written feedback aligned with learning outcomes.","Examination cycles — compile, administer, and grade efficiently, delegating proctoring tasks to graduate teaching assistants when appropriate.","Professional conferences and peer networks — participate in regularly to incorporate emerging trends in public safety and criminal justice into course content.","Student performance data and attendance records — monitor and analyze using institutional databases to identify at-risk students and coordinate early interventions.","Homework assignments, supplemental readings, and instructional handouts — develop and revise based on observed student learning needs across multiple course sections.","Course content and instructional methods — evaluate and refine each semester, integrating active learning strategies appropriate to law enforcement education.","Computer-based training software and information retrieval tools — integrate into course delivery to support technology-enhanced learning in a postsecondary environment.","Social perceptiveness and service orientation — apply when advising students on academic progress and career pathways in criminal justice fields."]},"proficient":{"label":"Proficient","statements":["Graduate and undergraduate lectures spanning criminal law, policing policy, and investigative methodology — design and deliver autonomously, adapting in real time to student comprehension and disciplinary complexity.","High-level seminar discussions on non-routine or emerging criminal justice issues — facilitate with scholarly rigor, drawing on primary research and practitioner expertise in a university setting.","Complex research papers and capstone projects — evaluate independently with nuanced, criteria-referenced feedback that advances graduate-level academic writing and analytical skills.","Comprehensive examination programs — design, validate, and oversee for multiple courses, ensuring alignment with program learning outcomes and institutional assessment standards.","Peer-reviewed scholarship, legal developments, and policy changes — synthesize and translate into updated course content, maintaining currency across the full scope of the criminal justice curriculum.","Official academic records, grade appeals, and compliance documentation — manage with full institutional accountability, applying deductive reasoning to resolve discrepancies or disputes.","Full curriculum packages including syllabi, learning modules, and assessment instruments — construct and maintain for an entire course portfolio within a criminal justice degree program.","Curricular revisions and program improvements — plan, evaluate, and implement based on systematic analysis of student outcomes, accreditation standards, and labor-market trends.","Systems analysis and complex problem solving — apply when diagnosing structural weaknesses in instructional delivery or program design within a criminal justice or law enforcement concentration.","Inductive and deductive reasoning — model explicitly in lectures and case-study discussions to develop students' judgment and decision-making capabilities for law enforcement careers."]},"advanced":{"label":"Advanced","statements":["Departmental or program-level curriculum vision for criminal justice and law enforcement education — set strategic direction by leading faculty in comprehensive redesign efforts across undergraduate and graduate offerings.","Junior faculty and instructors — mentor and develop through structured observation, feedback, and professional development planning within a postsecondary criminal justice program.","Institutional policies governing academic integrity, assessment standards, and student records — shape and champion to align the department with accreditation bodies and professional standards organizations.","Interdisciplinary research collaborations with law enforcement agencies, legal scholars, and public safety practitioners — initiate and lead to advance the scholarly reputation of the criminal justice program.","Organizational-scale resource allocation for course scheduling, faculty hiring, and instructional technology — guide through evidence-based decision making in a department chair or program director role.","Regional and national professional conferences — represent the institution as a thought leader, presenting original scholarship and influencing discourse on law enforcement education policy.","Program-level accreditation processes and external review cycles — direct, coordinating faculty contributions and preparing comprehensive self-study documentation for accrediting bodies.","Innovative instructional frameworks integrating simulation, online delivery, and community-based learning — champion and institutionalize across the criminal justice faculty to improve student outcomes at scale.","Grant funding and external partnerships — secure and steward to support research, student scholarships, and curriculum innovation within the criminal justice and law enforcement discipline.","Succession planning and long-term faculty development strategy — architect at the department or college level, ensuring sustained instructional excellence and scholarly productivity in criminal justice education."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}