“Mediocrity knows nothing higher than itself….” ―Arthur Conan Doyle, The Valley of Fear
Why won’t people tell me I’m mediocre?
Mediocrity is difficult to describe, provide feedback on, and take responsibility for—for both those who are mediocre and those who accept mediocrity. In schools, leaders know who the high-achieving and highly effective educators are. On the opposite end of the bell curve, low-achieving, struggling educators are almost equally as identifiable. The middle, however—being ordinary, of moderate quality, or undistinguished in either direction—often goes unnoticed. People don’t know how to tell someone else in their school, as a result of being relatively indistinguishable, that they’re mediocre. Or they choose not to create or don’t have the time and resources to invest in mediocrity. Or, even worse yet all too common, accept mediocrity as “good enough.”
In response to mediocrity:
- School Leaders committed to excellence must focus on and develop their mediocre—developing systems and structures and devoting resources (time, funds, etc.)—because convincing someone to move from mediocrity to extraordinarily effective is how good learning and good schools become great. No matter what the target change or improvement is, 20% of those with the opportunity to make that leap will be on board with that idea no matter what; 20% will be against that idea no matter what; and 60% will be on the fence regarding or impartial to that idea. Not too hot, not too cold, just mediocrely tepid: that’s the 60% leaders should focus on. Focus on growing educators in the 60% bulk of the bell curve from mediocrity to excellence.
- Mediocre Teachersand Leaders—no matter how good they and others believe them to be—must be determined not to be mediocre. More growth-mindset and ambitiously put, they must develop the discipline to be extraordinary, highly effective, and distinguished—to be better tomorrow than they were today. Centering two questions might help achieve this mindset and outcome:
- Without concern for my past or my future, how can I be exceptional at my current job in school?
- As a result of my work in my current role, what legacy will I leave, and for whom?
- Students—though in the most difficult and precarious position because they have less authority in schools and are assessed and affected by educators—should proactively collaborate and communicate with their mediocre teachers and leaders. The positive results of doing so might include the mediocre teacher or leader becoming: (1) better for that individual student because they feel they owe it to that student; or (2) energized by and, thus, rising to meet the expectations that the student has for themselves. The negative results of this might include the mediocre teacher or leader becoming: (1) no less mediocre, thus frustrating the student; or (2) even worse, responding negatively (because to expect the student to handle such communication and collaboration perfectly is unreasonable), which is completely unacceptable. So, while a student can assume some agency in helping a teacher be less mediocre and more effective for them, the onus of this development rests much more fully with the adults in schools.
Some final thoughts on moving from being a mediocre educator to being an extraordinary one: consider this quadrant graphic: the vertical axis measures an educator’s initiative, and the horizontal axis measures an educator’s knowledge, skills, and mindset.
Without needing to explicate each quadrant, it’s clear we want every student to learn from and with educators in the top-right quadrant. The penultimate word on becoming exceptional goes to Victor Hugo, who said: “Initiative is doing the right thing without being told.”
The final word on this brings us full circle to the epigraph above, from Arthur Conan Doyle: “Mediocrity knows nothing higher than itself….” To not be mediocre, get to know and work to become things—people, ideas, and purposes—higher than your current self.
