Wow - the "myth" is real. Prosper - that's exactly the story I would have made up for the typical destination resort advanced level skier. It sounds like you've reached a limit in terms of where lessons add only a little value. Two points that stick and hurt are "pretty much the same stuff" and "contradictory teaching".
"Pretty much the same stuff" is both good news and bad news. If we weren't teaching the same stuff, then we'd get dinged for not talking the same language. Yet there's another "zone" above level 8-9 skiing (e.g. what those level 3 certs are doing) where we start adding power/becoming much more efficient in our movements. It's important for pros teaching level 8-9 lessons to reach for things in the zone in order to make things interesting for the "serial" lesson taker. However, if you are a level 8-9 skier and only skiing 10 days/year, it's very hard to get into the zone and there may not be that much that lessons can do for you other than add to your technical understanding of skiing.
"Contradictory" info has been touched in some other threads. Sometimes it's coming from pros who have not stayed current. Other times pros are coming at the same issue from two different directions. When I'm teaching clinics, I often ask my pros to ski "bad" on purpose so that they can tell guests "This is what I see (while doing the bad skiing - which is an overemphasis of what the student is doing). This is what I want to see (while doing a good demo). Here's how (and introduce a movement or an exercise)." But on top of learning a cool teaching technique, learning how to do bad skiing on purpose creates heightened body awareness and a better understanding of how different movements create different results. So no matter what, getting contradictory info from different lessons can be helpful.
If a see a student who is slightly overcountered, I might tell them to counter even more so they can learn to recognize what "too much" is, while another pro might just work directly on using less counter. Or I might work on getting the lower body to turn more to keep up with the shoulders instead of trying to get the shoulders to turn less. What I see as too much counter, a pro who has not kept current might see as too little. (just making this up to make the point) Over ther last few years, there has been a focus on using "less" counter, but last year I saw a renewed focus on counter from the examiners and the demo team that I understood to be a correction to communicate that "less" counter was not "no counter". So even the demo team is not immune to communicating counterdictory information.
There are lots of easy traps that can cause a pro to give out "contradictory" info to what a student has received in a previous lesson. Student's need to raise the issue to the pro when such info is presented. The response/explanation often is the best part of the lesson because this is where you begin to understand what is going on and why.
Prosper - thanks for the info.