As a PDHPE and Community & Family Studies educator with over two decades of experience, I've witnessed firsthand the evolution of the teaching profession. From the competitive nature of my early days in the classroom to the challenges of resource-sharing and collaboration, the landscape of education has undergone significant changes. In this blog, I'd like to share my reflections on the persistent issue of teachers' tendency to "reinvent the wheel" and explore the underlying factors that contribute to this phenomenon.

The Competitive Drive

When I first started teaching PDHPE at Nagle College in Blacktown, I was fresh out of university, eager to make my mark and establish myself as a dedicated and capable educator. However, as our faculty grew and more subjects were introduced, a sense of competition began to creep in. I found myself creating resources, only to have my colleagues copy or retype them, sometimes even putting their own names on them. This competitive nature, I believe, stems from our inherent love for sport and the desire to excel.

As PDHPE and Community & Family Studies teachers, many of us are drawn to the field because of our passion for physical activity and the thrill of competition. This competitive spirit can sometimes manifest in unhealthy ways, leading us to feel the need to prove ourselves, not only to our students but also to our colleagues. The desire to outshine one another, rather than collaborate and share resources, can be a significant contributor to the "reinventing the wheel" mentality.

The Pressure to Perform

Another factor that may contribute to this issue is the pressure to perform, particularly when it comes to high-stakes assessments like the HSC. I've witnessed firsthand the practice of displaying faculty results on screens at the beginning or end of the year, which can lead to teachers being "torn to shreds" based on their students' performance. This toxic culture of comparison and judgment can foster an environment where teachers feel the need to constantly prove their worth, leading them to create their own resources rather than utilising or building upon the work of their colleagues.

The Challenges of Collaboration

In my experience, the willingness to share resources and collaborate has varied greatly between different schools and faculties. At Nagle College, I worked with a team of passionate and hardworking PDHPE teachers who were always willing to lend a hand and share their resources. However, when I moved to a senior campus, I encountered a very different dynamic. Many teachers were reluctant to share their materials, preferring to keep their folders and resources to themselves.

This lack of collaboration can be detrimental to the teaching profession, as it deprives educators of the opportunity to learn from one another and build upon each other's work. It also contributes to the feeling of isolation that many teachers experience, as they struggle to keep up with the demands of the job without the support of their colleagues.

The Realities of Teaching

Teaching is a demanding profession, with teachers being pulled in countless directions on a daily basis. From dealing with student behavior and managing extracurricular activities to preparing for high-stakes assessments and attending endless meetings, the workload can be overwhelming. It's no wonder that many teachers feel the need to reinvent the wheel, as they simply don't have the time or energy to seek out and utilise existing resources.

The statistics I've come across are truly staggering. According to the Black Dog Institute, half of Australian teachers are considering leaving the profession within the next 12 months. This is a sobering reality that highlights the urgent need to address the challenges facing educators. With teachers working longer hours and dealing with fewer resources, the pressure is building, leading to increased burnout and time off work.

Advocating for Support and Resources

As I reflect on my own journey, I realise that I was once part of the problem. The competitive nature of the teaching profession and the desire to prove myself led me to reinvent the wheel on numerous occasions. However, I've since come to understand the importance of advocating for myself and my colleagues, and the need for schools to recognise teachers as their most valuable asset.

Schools need to provide teachers with the support and resources they need to be successful. This means investing in professional development, ensuring adequate funding for resources, and creating an environment that fosters collaboration and resource-sharing. By empowering teachers and giving them the tools they need to thrive, we can help to alleviate the burden of constantly reinventing the wheel.

The Power of Collaboration and Support

In my current role, I've made it my mission to provide teachers with the support and resources they need to be successful. Through my work with the Health and Movement Science membership, I've seen firsthand the transformative power of collaboration and access to high-quality PDHPE and Community & Family Studies resources.

By joining our Health & Movement Science membership, teachers can tap into a wealth of expertise and materials that have been carefully curated and developed to save them time and energy. Instead of constantly reinventing the wheel, they can focus on what truly matters: engaging their students and creating meaningful learning experiences.

The Health and Movement Science membership is more than just a collection of resources; it's a thriving community of educators who are committed to supporting one another. Through ongoing professional development, regular check-ins, and a shared drive to improve student outcomes, our members have found a sense of camaraderie and belonging that can be so elusive in the teaching profession.

I've heard from countless teachers who have expressed their gratitude for the support they've received through our membership. They've shared stories of how the resources and guidance have helped them to feel more confident, organised, and effective in the classroom. And in turn, they've been able to devote more time and energy to the aspects of teaching that they truly love.

Embracing the Future of Education

As we look to the future of education in New South Wales, it's clear that the challenges facing teachers are only going to become more complex. With the introduction of new syllabi for subjects like Health and Movement Science, as well as the ongoing demands of child studies and CAFS, the workload for teachers is only going to increase.

But I firmly believe that by embracing collaboration, resource-sharing, and ongoing professional development, we can overcome these challenges and create a more sustainable and fulfilling teaching profession. By advocating for the support and resources that teachers need, we can empower them to focus on what truly matters: inspiring their students and fostering a love of learning.

In my own journey, I've come to understand the importance of self-care and work-life balance. While I loved the classroom and the magic of teaching, the demands of the profession ultimately took a toll on my well-being. By stepping away and finding a new path, I've been able to gain a fresh perspective and channel my passion into supporting teachers in a different way.

I encourage all educators, whether you're just starting out or you've been in the profession for decades, to take a step back and reflect on your own needs and the needs of your colleagues. What resources and support do you require to feel empowered, productive, and fulfilled in your work? How can you advocate for yourself and your fellow teachers to ensure that you have the tools and the time to do your best work?

By embracing a collaborative and supportive approach to teaching, we can break the cycle of reinventing the wheel and create a more sustainable and rewarding profession for all. I'm honoured to be a part of this journey, and I look forward to continuing to support and empower teachers in the years to come.

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