The Problem With Proficient
The past week and a half has really tested my patience as an educator. I’ve been angry, exhausted, hurt and confused. I’ve questioned why I do the things I do and why other educators do the things they do. I’ve lost sleep and precious time with my daughter as I ponder the reasons for my unhappiness. Yesterday, as I was scrolling through Facebook (when I should have been sleeping), a dear friend had posted something that summed up my feelings and frustrations into a nice, blunt package.
“The person that challenges you and holds you accountable loves you more than the person that watches you stay the same and settle for mediocrity.”
What good are we as educators if we don’t hold our students to high expectations? What good are we as educators if we don’t hold them accountable for their actions? What good are we as educators if we strive to just be proficient?
This is not a knock on current grading trends. I believe standards based grading is essential in making sure that all students learn and are taught what they need to be successful. I don’t, however, like how proficient is now the goal. Proficient is not good enough. Not in music, not in science, not in life.
When looking for the best doctor or surgeon, would you settle for proficient or would you want the best? What about the engineers that designed the bridge you’re about to drive over? What about the pharmacist that is prescribing multiple medications for you? What about the lawyer, about to defend you in court? Would proficient be good enough in these instances or would you want more than that?
Proficient shouldn’t be the expectation. Proficient is a check box on the way to excellence. We shouldn’t settle for “good enough”. “Isn’t this good enough, Mrs. W?” “Can we just play it? It sounds fine.” That last 10% is always the hardest. It’s the most frustrating and takes the longest to achieve. Work hard. Hold your students accountable for their actions and their work ethic. Never settle for proficient.
Steph Williamson
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