Five years ago, my husband and I chose to make our home in Bangor, based in large measure on the evident quality of the Bangor public schools. The eldest of our three children was in kindergarten at the time. As we sent the kids back to school this fall – one to the Cohen School and two to Abraham Lincoln – we harbored no regrets or misgivings. Bangor has delivered thus far on its promise of excellence in public education.

I entered the race for the Bangor School Committee unencumbered, therefore, by any ax to grind. My interest is in continuing Bangor’s tradition of excellence to meet the challenges facing this new generation of students. And the challenges are significant, going beyond the important and well-recognized issues of rising costs and shrinking budgets.

The U.S. Department of Labor estimates that today’s learner will have 10 to 14 jobs by the age of 38. Given the rate of technological innovation, we cannot even define precisely what those jobs will be. After all, when I was a kid, who could have foreseen careers in e-commerce, nanotechnology or homeland security? So how can we prepare our children for success in this ever-changing world?

We must equip them with the knowledge and skills to communicate and compete with others worldwide. Our children are as likely to study and work with someone from Bangladesh as Boston in the years after graduation. The 21st century marketplace is global and increasingly interdependent, so foreign language skills are no longer a bonus; they’re essential. While the foreign language instruction offered during the middle and high school years in Bangor is reportedly very strong, how long can we afford to neglect this discipline in the lower grades, where research shows decisively children are most receptive to language learning?

As important as foreign language fluency is technological fluency, and again Bangor has a firm foundation upon which to build. Like middle-schoolers statewide, Bangor pupils in grades six through eight receive laptops to enhance their studies, and technology is well-integrated at the high school level. A wealth of research-proven software and Web-based applications exist to support learning in all disciplines and every grade level. Are we maximizing opportunities to leverage these tools to deliver customized instruction that meets the needs of every child?

Meeting the needs of every child means more than applying minimum standards of proficiency. For all students to compete successfully, we must apply a uniform standard of excellence and ensure that indeed no child is left behind. While the percentage of Bangor High School graduates who proceed to college is impressive, I suspect the numbers disguise a persistent divide between those advancing to selective colleges and universities (as defined by Barron’s annual guide to American colleges) and those students meeting less competitive admission standards.

If “proficiency” does not equate to the highest standards, will it be enough to meet the rigors of the modern workplace? Shouldn’t we demand more of – and for – every child?

The global economy of the 21st century demands broad knowledge and skills, but above all supreme adaptability and openness to change. The same can be said of the Bangor School Committee. Maintaining Bangor’s position at the forefront of educational excellence requires an understanding of the issues, eagerness to learn, willingness to debate and relentless focus on student achievement.

Excellence is not a destination but a journey, requiring continual commitment and ongoing effort. Will Rogers said, “Even if you’re on the right track, you’ll get run over if you just sit there.” We’re on the right track to be sure, but strong leadership is critical to ensure continued movement in the right direction.

Mary Budd of Bangor works as a writer and editor for a national education management company.