We've all wondered, "WHY am I teaching this??" at some point in our career.
I was talking with an elementary teacher one day who said, "I don't really worry if students can't do long division. They will be using a calculator in middle and high school anyway." She didn't realize that long division of numbers was the basis to dividing polynomials, which we use in precalculus to find oblique asymptotes.
She wasn't being lazy. In fact, she is one of the most creative math teachers I've ever seen. She honesty didn't know how fundamental long division was to that precalculus teacher down the road.
I have been guilty of the same infraction several times. I taught a "trick" or rushed through a concept because I felt it was kinda pointless. Thankfully, my colleagues would let me know when my choices affected their ability to build on those concepts. Instead of taking it personally, I appreciated it tremendously and began to seek out reasons for other standards and topics.
Hopefully, this can be a place for constructive discussion and resources to help see the big picture.