NSXNational Skills ExchangeSign in
Back to Framework

Criminal Justice and Law Enforcement Teachers, Postsecondary

SOC 25-1111.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis 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.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. 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.
  2. Classroom discussions on criminal justice concepts — initiate and facilitate under mentorship guidance within a supervised course section at a college or university.
  3. Student assignments and written papers — evaluate and grade using provided rubrics and departmental grading standards in an entry-level teaching role.
  4. Course examinations — compile and administer according to established departmental protocols, seeking colleague review before distribution.
  5. Current criminal justice literature and professional publications — read and summarize to stay informed of field developments during an initial faculty appointment.
  6. Student attendance records and grade entries — maintain accurately using institutional learning management systems in compliance with registrar requirements.
  7. Course syllabi and basic instructional handouts — prepare following departmental templates and curriculum guidelines for assigned undergraduate courses.
  8. Word processing and presentation software — apply to create course materials and lecture slides for in-person criminal justice instruction.
  9. Active listening and questioning techniques — employ during student office hours to identify learning gaps in a postsecondary educational environment.
  10. Existing course content and learning objectives — review and align personal instructional approach to meet accreditation and departmental standards.
Developing
Mid-level / Established
  1. 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.
  2. Classroom discussions on complex law enforcement scenarios — facilitate and moderate with growing independence, encouraging critical thinking among diverse student cohorts.
  3. Comprehensive grading workflows for papers, exams, and class participation — manage routinely, providing substantive written feedback aligned with learning outcomes.
  4. Examination cycles — compile, administer, and grade efficiently, delegating proctoring tasks to graduate teaching assistants when appropriate.
  5. Professional conferences and peer networks — participate in regularly to incorporate emerging trends in public safety and criminal justice into course content.
  6. Student performance data and attendance records — monitor and analyze using institutional databases to identify at-risk students and coordinate early interventions.
  7. Homework assignments, supplemental readings, and instructional handouts — develop and revise based on observed student learning needs across multiple course sections.
  8. Course content and instructional methods — evaluate and refine each semester, integrating active learning strategies appropriate to law enforcement education.
  9. Computer-based training software and information retrieval tools — integrate into course delivery to support technology-enhanced learning in a postsecondary environment.
  10. Social perceptiveness and service orientation — apply when advising students on academic progress and career pathways in criminal justice fields.
Proficient
Senior / Expert IC
  1. 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.
  2. 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.
  3. Complex research papers and capstone projects — evaluate independently with nuanced, criteria-referenced feedback that advances graduate-level academic writing and analytical skills.
  4. Comprehensive examination programs — design, validate, and oversee for multiple courses, ensuring alignment with program learning outcomes and institutional assessment standards.
  5. 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.
  6. Official academic records, grade appeals, and compliance documentation — manage with full institutional accountability, applying deductive reasoning to resolve discrepancies or disputes.
  7. Full curriculum packages including syllabi, learning modules, and assessment instruments — construct and maintain for an entire course portfolio within a criminal justice degree program.
  8. Curricular revisions and program improvements — plan, evaluate, and implement based on systematic analysis of student outcomes, accreditation standards, and labor-market trends.
  9. 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.
  10. 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
Lead / Principal / Executive
  1. 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.
  2. Junior faculty and instructors — mentor and develop through structured observation, feedback, and professional development planning within a postsecondary criminal justice program.
  3. Institutional policies governing academic integrity, assessment standards, and student records — shape and champion to align the department with accreditation bodies and professional standards organizations.
  4. 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.
  5. 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.
  6. Regional and national professional conferences — represent the institution as a thought leader, presenting original scholarship and influencing discourse on law enforcement education policy.
  7. Program-level accreditation processes and external review cycles — direct, coordinating faculty contributions and preparing comprehensive self-study documentation for accrediting bodies.
  8. 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.
  9. Grant funding and external partnerships — secure and steward to support research, student scholarships, and curriculum innovation within the criminal justice and law enforcement discipline.
  10. 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.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

A 4-level framework describing how a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline. Subscribe for $19.99/mo to read the full framework — or sign in if you have a subscription.

  1. Emerging
  2. Developing
  3. Proficient
  4. Advanced
Monthly subscription · Stripe-hosted · unlocks AI-at-Work and Pathsmith™ Durable Skills across the full library

Pathsmith™ Durable Skills Framework

Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Subscriber feature

Ten durable-skill domains mapped to four proficiency levels for this occupation. Subscribe to unlock the full Pathsmith™ Durable Skills Framework across all 1,016 occupations.

Monthly subscription · Stripe-hosted · unlocks AI-at-Work and Pathsmith™ Durable Skills across the full library
Show O*NET source anchors60 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

Suggest an O*NET correction

Source anchors that ground each statement

Related titles
Adjunct Criminal Justice Instructor · Adjunct Criminal Justice Professor · Adjunct Instructor · Adjunct Professor · Assistant Professor · Associate Professor · College Faculty Member · College Professor · Criminal Justice Adjunct Instructor · Criminal Justice Assistant Professor · Criminal Justice Associate Instructor · Criminal Justice Faculty Member
RAPIDS apprenticeships
—
O*NET skills
SpeakingActive ListeningCritical ThinkingActive LearningLearning StrategiesReading ComprehensionWritingInstructingMonitoringJudgment and Decision MakingComplex Problem SolvingSystems AnalysisTime ManagementSocial PerceptivenessService Orientation
Knowledge domains
Education and TrainingEnglish LanguageLaw and GovernmentPublic Safety and SecurityCustomer and Personal ServiceComputers and ElectronicsAdministration and ManagementPsychologyAdministrativePersonnel and Human ResourcesCommunications and Media
Abilities
Oral ExpressionWritten ExpressionWritten ComprehensionOral ComprehensionSpeech ClarityInductive ReasoningDeductive ReasoningProblem SensitivityNear VisionInformation Ordering
Work styles
DependabilityIntellectual CuriosityIntegritySocial OrientationAchievement OrientationCooperation
Technology
Computer based training softwareData base user interface and query softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareElectronic mail softwareOptical character reader OCR or scanning softwareSpreadsheet softwareOffice suite softwarePresentation software
Tasks · seed anchors for statements
  1. Prepare and deliver lectures to undergraduate or graduate students on topics such as criminal law, defensive policing, and investigation techniques.
  2. Initiate, facilitate, and moderate classroom discussions.
  3. Evaluate and grade students' class work, assignments, and papers.
  4. Compile, administer, and grade examinations, or assign this work to others.
  5. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  6. Maintain student attendance records, grades, and other required records.
  7. Prepare course materials, such as syllabi, homework assignments, and handouts.
  8. Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.
CIP education codes
03.020843.010043.010243.010343.010443.010743.010943.011043.011243.011343.011443.011543.011943.012043.012143.012243.012343.019943.030443.039943.040143.040243.040343.040443.040543.040643.040743.040843.049945.0401

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me®, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith™ Durable Skills Framework. © 2026 EBSCOed.