Integrating NASJE Standards & the NACM CORE® Champion Program
By Aaron Burdick
As a court leader dedicated to advancing the administration of justice through continuing education, this responsibility extends far beyond just delivering content. It requires building a culture for lifelong learning following evidence-based practices in adult education that strengthens the judiciary at every level. In a state as diverse and complex as Illinois, where court systems range from highly resourced urban circuits to smaller, resource-constrained circuits, the need for intentional, high-quality continuing education is both critical and constant.
Professional development in the Illinois court system is grounded in relevance, accessibility, and impact. This system is supported through our core principles of the Supreme Court of Illinois Judicial College of diversity, equity, inclusion, procedural fairness, and access to justice. Judges and justice partners face evolving challenges (eg. legislative updates, increasing caseload complexity, technological advancements, and growing expectations around procedural justice and public trust). Continuing education serves as the bridge between these challenges and the competencies required to meet them effectively.
At the core of this approach is alignment with the National Association for Court Management (NACM) CORE® Champion Program, and the National Association for State Judicial Educators (NASJE) Principles and Standards of Judicial Branch Education (PDF). While NACM defines what court leadership should know and preform to be effective, NASJE provides guidance on how this education should be designed, delivered, and evaluated.
One of the primary goals of professional development is to move beyond “event planning” and toward a culture of curriculum planning. Traditional methods remain valuable, but they must be supplemented with ongoing, accessible learning opportunities. This includes microlearning modules, asynchronous eLearning, and cohort-based programs that allow participants to engage with content over time. These approaches not only improve retention but also allow court professionals to apply what they learn in their daily work.
The NACM CORE® Champion Program, through the use of the 13 core competencies, gave me the opportunity to blend my passion for court administration with continuing professional development.
Purposes and Responsibilities of Courts
The Purposes and Responsibilities of Courts competency served as a foundational reminder that all professional development efforts must align with the core mission of the judiciary: to deliver fair and impartial justice. This overarching principle guides the design and delivery of all educational initiatives, ensuring that they contribute to the effective administration of justice.
NASJE Principle I: The Need for Judicial Branch Education supports this purpose identifying “formal judicial branch education for judicial officers, judicial educators, and personnel as essential for the judicial system” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle I, pg. 3).
Furthermore, this is supported through NASJE Principle II: Organization and Resources by identifying “each state’s judicial branch should have an entity dedicated to meeting its educational needs” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle II, pg. 5) and “each entity should have a clear written statement of its mission, goals, and objectives” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle II, Standard 2.1, pg. 5).
At the Supreme Court of Illinois Judicial College, this is highlighted in all curriculum development initiatives along with our Supreme Court of Illinois Judicial College Core Principles.
Court Governance
The Court Governance competency emphasizes the structural and constitutional framework within which courts operate, including the balance of authority among the judicial, legislative, and executive branches. A key lesson from this section is the importance of clarity in roles, responsibilities, and decision-making authority. Effective governance is not simply about organizational structure; it is about ensuring that policies, procedures, and leadership actions align with the rule of law.
NASJE Principle II: Organization and Resources supports this purpose identifying each “entity should work with advisory education committees’ appointment by the Chief Justice or other appropriate appointment authority” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle II, Standard 2.4, pg. 5).
Furthermore, this is supported through NASJE Principle VII: Outreach and Collaboration by identifying each “organization should work closely with the judicial branch’s leaders, public information office, court services organizations, committees, and community partners to develop and institutionalize educational programs that inform the public, court users, and policy-makers about the courts” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle VII, Standard 7.2, pg. 18).
This insight should shaped our approach to developing continuing education opportunities that reinforce these principles, particularly for court leaders who must navigate complex intergovernmental relationships.
For example, applying concepts from the NACM Court Governance competency, we should plan to incorporate scenario-based learning into leadership development programs that challenge participants to address real-world governance issues, such as managing stakeholder expectations, responding to legislative changes, and maintaining judicial independence while collaborating with justice partners. These practical applications ensure that court professionals are not only aware of governance principles but are also prepared to apply them in dynamic and often high-pressure environments.
Public Relations
Equally important is the Public Relations competency, which focuses on the court’s responsibility to communicate effectively with the public, media, and other stakeholders. A central takeaway from this competency is that public trust and confidence are not incidental, they must be intentionally cultivated through transparency, consistency, and proactive communication. Courts must not only administer justice fairly but also demonstrate that fairness in ways that are visible and understandable to the public.
NASJE Principle III: Education to Meet Career Needs of Judicial Officers and Judicial Branch Personnel states “beginning with orientation judicial branch education should meet the changing career needs of judicial officers and judicial branch personnel” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle III, pg. 7). Furthermore, orientation and changing career continuing education needs should focus on media relations and should be tailored to the individual needs of various court leadership positions (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle III, Commentary, pg. 9).
This competency should directly influence our approach to professional development by emphasizing communication as a core leadership skill. Continuing education programs for our Judges and justice partners should include components on media relations, public messaging, and community engagement strategies. For instance, developing content that will help court professionals translate complex legal processes into clear, accessible language for the public, thereby improving understanding and trust.
Educational Development
Furthermore, the CORE® competency of Educational Development reinforced the need to design learning as an ongoing process rather than a one-time experience. At the core, this is what NASJE is all about. All eight NASJE Principles can be directly tied to this NACM CORE® competency. However, there are four that I want to primarily highlight for this competency.
NASJE Principle IV: Use of Adult Education Methods supports this purpose by identifying “education formats should promote active participation, simulate interest, prevent boredom, and enhance learning” while utilizing “recognized principles of andragogy to design, implement curricula, and evaluate results” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle IV, pg. 11).
Additionally, this is supported through NASJE Principle V: Faculty by identifying faculty for judicial branch education that have “education or experience in adult learning and/or in the relevant subject matter” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle V, pg. 14) while reflecting on the “diversity of both the learners and the public” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle V, Standard 5.3, pg. 14) who have also engaged in regular faculty development workshops (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle V, Principle 5.2, pg. 14).
We should be structuring professional development offerings as progressive learning pathways, allowing participants to build knowledge over time and immediately apply it in their roles. This can be accomplished by developing foundational curriculum for new staff, year two (2) curriculum with built in opportunities for emerging topics, year three (3) curriculum with built in opportunities for emerging topics, etc.
NASJE Principle VI: Education Resources supports this purpose by identifying “appropriate technologies to enhance the storage, delivery, and distribution of judicial branch education materials” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle VI, Standard 6.2, pg. 17) that “enable audiences to perform their duties in a knowledgeable, effective, and efficient manner” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle VI, pg. 17) while being “well-researched and accurate materials” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle VI, Standard 6.1, pg. 17).
Furthermore, this is supported through NASJE Principle VIII: Technology and Online Learning by implementing “judicial branch education through a variety of delivery methods, including remote synchronous, self-study, asynchronous, and hybrid programs” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle VIII, pg. 21).
Leadership
The CORE® competency of Leadership significantly influences our understanding of how education must support not only technical skill development but also organizational capacity. The program emphasized that leadership is not confined to formal titles; rather, it must be cultivated at all levels of the organization to build a resilient and adaptable workforce.
Court leaders are expected to navigate complex organizational dynamics while maintaining operational efficiency and upholding the principles of justice. Effective continuing education programs must therefore emphasize the importance of strategic planning and communication. This includes practical skill-building in areas such as crucial conversations, leading through change, succession planning, and using data to inform policy and enhance public trust and confidence.
NASJE Principle II: Organization and Resources supports this purpose by identifying “time for its staff to maintain and develop professional skills” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle II, Standard 2.3, pg. 5).
Strategic Planning
Equally impactful was the Strategic Planning competency, which underscored the importance of aligning educational initiatives with organizational goals. Through this lens, we should develop continuing education opportunities around incorporating needs assessments and data-driven decision-making into our leadership programs.
NASJE Principle II: Organization and Resources supports this purpose identifying each “judicial branch staff entity should have both a plan and the resources to meet short-term and long-term goals” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle II, Commentary, pg. 5).
Furthermore, this is supported through NASJE Principle IV: Use of Adult Education Methods by identifying the importance of needs assessments and how they shed light on gaps in performance or need areas (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle IV, Standard 4.1, pg. 11). For instance, by analyzing court performance metrics and stakeholder feedback, we can identify skill gaps and design targeted learning interventions that directly support court operations and service delivery. This can be accomplished by developing a strategic planning curriculum for court leaders.
Workforce Management
Illinois courts, like many across the country, face challenges related to recruitment, retention, and employee engagement. The Workforce Management competency provides valuable insight into these challenges.
Professional development plays a critical role in addressing these challenges by providing clear pathways for growth and advancement. This should translate into the expansion of professional development opportunities that emphasize career progression, mentorship, and competency-based learning.
NASJE Principle III: Education to Meet Career Needs of Judicial Officers and Judicial Branch Personnel supports this purpose identifying the critical role onboarding and orientation planning is when welcoming new staff to the courts. One of the most beneficial ways we can do this is by establishing an advisor or a mentor to a new employee or an employee who was moved or was promoted to a new position (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle III, Standard 3.1, pg. 7).
By creating these structured opportunities for growth, courts can enhance employee engagement while building a more resilient workforce. Investing in people is not only a workforce strategy, but a service strategy. Engaged and well-educated staff are better equipped to serve the public and assist in the effective administration of justice.
Caseflow Management and Operations Management
In addition, the Caseflow Management and Operations Management competencies highlight the importance of efficiency and consistency in court processes. These areas should inform our approach to designing continuing education that emphasizes practical application experiences, such as simulations and scenario-based learning. By replicating real-world challenges within a controlled learning environment, participants can develop problem-solving skills that directly translate to improved court performance.
NASJE Principle III: Education to Meet Career Needs of Judicial Officers and Judicial Branch Personnel supports establishing curricula for judicial branch education regarding the “particular skills and knowledge required for each position at every jurisdiction level of court” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle III, Standard 3.3, pg. 7). The rapid adoption of digital tools, ranging from case management systems to remote hearing platforms, has transformed court operations.
However, technology is only as effective as the people using it. Continuing education must therefore include not only technical skill building, but also strategic discussions about how technology can improve access to justice, streamline processes, and enhance transparency.
Accountability and Court Performance
Another critical area is the Accountability and Court Performance competency, which emphasized the use of data to inform decision-making. Courts generate significant amounts of data, yet the ability to interpret and apply that data varies widely. Drawing from this competency, we should prioritize the development of future continuing education opportunities that build data literacy, enabling court professionals to understand key performance indicators, identify trends, and make informed decisions that improve outcomes.
Furthermore, innovation also plays a vital role in shaping the future of court education. NASJE Principle III: Education to Meet Career Needs of Judicial Officers and Judicial Branch Personnel supports the growth of judicial educators and court staff by recommending “annual opportunities to attend professional development and trainings relating to judicial branch issues and operations” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle III, Standard 3.3, pg. 7).
As a professional development leader, I am particularly interested in integrating gamification and other interactive learning activities to my curriculum. These approaches can transform traditional content into dynamic, participatory experiences.
Public Trust and Confidence
The Public Trust and Confidence competency further reinforced the importance of procedural fairness, transparency, and effective communication. These principles are essential to maintaining the legitimacy of the judiciary. “A fair, impartial, and well-educated judiciary is essential to upholding public trust and confidence in the courts” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Introduction, pg. 1). Furthermore, NASJE Principle I: The Need for Judicial Branch Education states it is “essential for the judicial system to perform efficiently and uphold public trust and confidence in the judicial system” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle I, pg. 3).
NASJE Principle VII: Outreach and Collaboration supports this purpose further by identifying our educational programs should “strengthen the public’s trust and confidence in the judicial branch” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle VII, Standard 7.1, pg. 18).
Additionally, this is supported through NASJE Principle VI: Educational Resources by identifying educational resources are “critical to judicial branch audiences’ ability to perform their duties and build public trust and confidence in the courts.” (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle VI, Commentary, pg. 17). As a result, continuing education programs must enhance public perception and trust. Courts operate within communities, and their effectiveness is closely tied to how they are perceived by the public.
Budget and Fiscal Management
Financial stewardship, addressed through the Budget and Fiscal Management competency, also plays a role in professional development. Limited resources require thoughtful allocation, and the program highlighted the importance of demonstrating the return on investment of educational initiatives. This approach ensures continuing education efforts are both cost-effective and impactful. NASJE Principle II: Organization and Resources supports this purpose recommending fiscal resources for education (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle II, Standard 2.6, pg. 5).
Ethics
The Ethics competency provides additional context for developing continuing education that supports a professional, ethical, and inclusive workplace. These areas have influenced the incorporation of content related to workplace culture, ethical decision-making, and organizational integrity. NASJE Principle III: Education to Meet Career Needs of Judicial Officers and Judicial Branch Personnel recommends that curriculum should address ethics (NASJE Principles and Standards of Judicial Branch Education Revised June 2025, Principle III, Standard 3.3, pg. 7). This can be further supported by the implementation of continuing education opportunities that utilize the NACM Code of Conduct.
Conclusion
Looking ahead, the future of continuing education will be defined by adaptability and responsiveness. The legal landscape will continue to change, and court professionals must be prepared to evolve with it. This requires commitment to ongoing education, ensuring that we remain relevant, effective, and aligned with the needs of the field. By investing in the knowledge, skills, abilities, and attitudes of court professionals across the country, we are investing in the integrity, efficiency, and effectiveness of the judicial system. This is both a responsibility and an opportunity that I am committed to advancing through thoughtful, strategic, and impactful continuing education initiatives.
The NACM CORE® Champion Program gave me the resources necessary to understand what effective court administration is, and the NAJSE Principles and Standards gave me the road map to advance the administration of justice though engaging curriculum that follows best practices in adult education. If you’re on the fence about completing the NACM CORE® Champion Program, I strongly encourage you to attend.
Aaron Burdick is a Professional Development Manager in the Judicial College Division with the Administrative Office of the Illinois Courts (AOIC). Mr. Burdick has served in a variety of leadership roles for several professional and charitable organizations including the Illinois Probation and Court Services Association, National Association of Pretrial Services Agencies, and National Association of State Judicial Educators. Mr. Burdick is a Certified CORE ® Champion from the National Association for Court Management. Prior to the AOIC, he was a Chief Managing Officer and Director of Court Services in Illinois.