If one reads the performance indicators, there is one standard regarding writing a proof. However, there are 29 other performance indicators that use a skill that can be proved in class. These 30 indicators encompass approximately 45% of the exam.
In my opinion, a teacher should spend the majority of their course using proof to teach why such concepts are correct, such as using a proof with similar triangles to justify secant-tangent length relationships. As a result, students gain a better understanding about geometry and how topics are intertwined as opposed to teaching about isolated facts.
I wish we would never go back testing proofs like the days of Math 10 or Sequential 2. If the goal of a proof is to teach a student to reason and use deductive reasoning, shouldn't the result be a useful fact?