The Kirwan Commission’s recommendation to spend $3.8 billion more on Maryland public schools will do no good if members simultaneously hamstring teachers by insisting on another “redesign of public school curriculum.” It seems the educational experts have learned little from the precipitous five-year decline in performance that coincided with the past five years of change. They also apparently learned nothing from the movie “Groundhog Day.”

In “Groundhog Day,” Bill Murray plays a TV weatherman stuck in a time loop that makes him relive the same day of the year again and again. At a certain point he decides that if he must live the same day over and over, he will use the time to his advantage. By the end of the movie he is playing virtuoso piano, speaking fluent French and saving lives as a matter of course.

I wish the Kirwan Commission understood that every teacher, like Bill Murray’s character, could become exceptional if we could teach the same curriculum again and again. I have had the privilege to teach and improve certain physics lessons over the past 26 years. Each iteration is like working a peculiar maze. I run into dead ends and take false turns, but what didn’t work for the students one year can be improved the next — unless the experts hand me a new set of mazes to run each year.

Since 2013, the experts have systematically denied Maryland teachers a Groundhog Day. They compulsively adopted new curriculum, new assessments and new standards and promised a world-class public education system. Instead of improvement, however, Maryland’s Education Week ranking dropped from first to sixth in the nation.

Teachers practice each new lesson on live students. Who else does that? Surgeons get to practice new procedures on cadavers; whitewater rafting guides pilot empty boats on their first trek down an unknown river; new baristas throw out dozens of practice Frappuccinos before serving real customers. Teachers only get a second shot at a lesson if their curriculum remains stable from year to year.

Baltimore County teachers have told me that for four years in a row they were handed brand-new curriculum each August. That type of perpetual change keeps us perpetual novices. Professional development workshops are no substitute for multiple opportunities to plan and teach a particular lesson. Students need well-taught lessons, not just well-intentioned lessons.

This culture of newer is better pervades the Maryland educational elite. We Raced to the Top; we adopted Common Core; we Left No Child Behind; and, in deference to the Next Generation Science Standards, we eliminated “Physics” from COMAR 13A.04.09.G and replaced it with “Applications of Science.”

The old “Physics” COMAR required students to use “scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.”

The new “Applications of Science” COMAR suggests students “demonstrate an understanding by engaging in solving complex problems that include issues of social and global significance with an emphasis on identifying the best solution to a problem, which often involves researching how others have solved it before in complex problems.”

This eduspeak change in COMAR prompted Baltimore County Public Schools to write new high school science curriculum and staff the courses with teachers who have no experience teaching the lessons because every lesson was new. Students lost the opportunity to learn from experienced teachers because Baltimore County “redesigned curriculum” to comply with MSDE’s glib decision to change COMAR.

This is only one example of the unintended consequences when leaders place their confidence (and invest our money) in executive and bureaucratic visions, standards and change rather than in classroom-level empowerment.

I want to see Maryland public schools return to the glory days when we ranked first in the nation for five straight years (2008-2012). But a world-class school system is unlikely if the General Assembly and governor let MSDE filter billions of tax dollars through self-interested bureaucracies at the advice of misguided “experts.”

We’ve already seen how five years of squandering resources on “a redesign of public school curriculum,” and “raising professional standards for teaching” gave us an expanded bureaucracy and 60 percent of our students failing their PARCC tests.

We will get a better return on our investment by reining in the change and simply giving our children the opportunity to be taught by “Groundhog Day” teachers.

Jonathan Roland is a teacher in Baltimore County Public Schools; his email is jroland@bcps.org.