Another Drop in the Bucket

The long summer months have created quite a longing for me to hear drops of water falling. Finally, this past weekend there was music to my ears as the rain came down. It was blissful. However, when I walked into my hallway on Monday morning, the drops continued to fall into a large trash can. The culprit was not a welcome change in weather, but a worn ac unit. As the water collects, overflows, and there is an aroma that turns my stomach, it is the constant “drip, drip, drip” that has me on edge. 

Now, I realize that public education is about constant change, but I am beginning to wonder how many drops can fall before “our bucket” fails to maintain the capacity required? 

Common Core, mathematical practices, consultants, lesson plans, plc’s, professional development, OELAS monitoring, norms, grade level meetings, feedback, coaching, mentoring, facilitating, objectives, data, data, data, Legacy Labels, school grades, new ELP standards, progress monitoring, Galileo, walk-throughs and LEADING.

There is an intricate dance that takes place as you lead others with their overflowing buckets, while maintaining a facade that you are in control. It is the composure that you must never let slip, professionalism in all situations, and the presupposition that if we focus on what is best for kids we will not fail. It is the hand you raise when you are at the decision making table, the voice you use to speak on behalf of your teachers, and the courage you display to say what others are thinking, but can not articulate. And yet, it is not until you are alone, do you attend to the “drip, drip, drip” outside your door. And, quietly ask yourself “Can I do this? Is this what is best for kids? How do I deliver a message- I don’t believe in? What do I believe in?” 

What happens when everyone’s bucket is overflowing? Who decides that another drop may just be too much? 




Daniela A. Robles

Daniela A. Robles

Phoenix, Arizona

I am a teacher and beginning my fourteenth year of teaching in Arizona’s public schools. The greatest lessons I learned were from teaching first grade for ten years. My inspirations stem from these past few years where my classroom has ranged from the Intervention Room to the Coaches’ Room.

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