November 8th, 2010 
jvremec
A Conceptual Framework in Professional Learning Communities as They Impact Strategic Planning in Education by Queinnise Miller & Wm. Kritsonis, PhD
Author: William Allan Kritsonis, PhD
Queinnise Miller & William Allan Kritsonis, PhD
Introduction
Unprecedented change is taking place in schools all over the world. Schools are increasingly being managed like businesses. Without effective strategic planning principals will be involved in crisis management (Van der Linde, 2001). As schools engage in strategic planning, professional learning communities should be heavily depended on to help districts move from infancy to maturity in their quality of instructional and overall educational success. By using the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2003) as a guide for professional learning communities this will increase the success of professional learning communities and their impact on strategic planning.
Purpose of the Article
The purpose of this article is to explore professional learning communities while taking a look at how they impact school improvement and their place in strategic planning in education. This article will address how the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2003) is implemented in the core of professional learning communities. By utilizing the six realms in professional learning communities, leaders and teachers will be able to achieve the highest excellence possible in educational achievement.
Professional Learning Communities
Professional Learning Communities (PLC) has over the last few years been almost a house hold name among educators of all levels. In fact, the term has been used so ubiquitously that it is in danger of losing all meaning (DuFour, 2004). Each word of the phrase “professional learning community” has been chosen purposefully.
Dufour and Eaker state:
A “professional” is someone with expertise in a specialized field………. “Learning” suggests ongoing action and perpetual curiosity….. In a professional learning community, educators create an environment that fosters mutual cooperation, emotional support, personal growth as they work together to achieve what they cannot accomplish alone (as cited in Thomas, Gregg, & Niska, 2004).
Most all professional learning communities follow the same protocol. Within each community the teacher as well as leaders is encouraged to pursue personal and professional development, integrating it as part of their regular job responsibilities. For example, the Alief ISD implements PLC time into the school week by creating a weekly early release day for students and utilizing that extra hour for mandated sessions for teachers to be in their specified professional learning community. Within professional learning communities, leaders have incorporated professional development by asking teachers to discuss and share differing classroom applications.
From those interactions, teachers are enhancing their professional knowledge in a more informal approach to professional development. True professional learning communities follow different protocols to evoke dialogue between team members. In some professional development settings, teachers are asked to read books or educational articles as a catalyst to encourage reflection, inquiry, and sharing. Individual and team judgment is valued more than rules, policies, forms, and procedures. Most importantly, everyone is encouraged to take responsibility for their own learning and development and this is considered to be a norm of the school’s culture (Thompson, 2004).
These concepts of professional leaning communities may sound simple to implement, this is not always the case. Implementing professional learning communities is challenging. For starters, they require a deep cultural change within the school ( Honawar, 2008).
How Professional Learning Communities Impact School Improvement
There are cascades of strategies, theories, district initiatives, and many other ideas to improve student learning. Teacher collaboration is hailed as one of the most effective ways to improve student learning (Honawar, 2008). This can be debatable like most issues. According to Thomas, Gregg, and Niska (2004), many K-12 school are working to become professional learning communities in the hope that student learning will improve when adults commit themselves to talking collaboratively about teaching and learning and then take action that will improve student learning and achievement. Other leaders in the field such as Mike Schmoker (2004) believe that “…the most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community” (pg. 424).
For former superintendent Richard DuFour (2004) in Educational Leadership, attributes the successes and record gains in his near Chicago school district to goal oriented collaborative teams. DuFour believed that collaborative teams were the engine behind each schools improvement efforts. Mike Schmoker said:
In the nearby but less advantaged Chicago Public Schools, those with strong professional learning communities were four times more likely to be improving academically than schools with weaker professional communities. We can no longer afford to be innocent of the fact that “collaboration” improves performance. (pg. 431)
Such simple effort, teachers teaching one another the practice of teaching, leads to what has to be one of the most salient lists of benefits in educational literature:
Higher-quality solutions to instructional problems,
- Increased confidence among faculty,
- Increased ability to support one another’s strengths and to accommodate weaknesses,
More systematic assistance to beginning teachers, and
- The ability to examine an expanded pool of ideas, methods, and materials (pg. 430).
We believe that an unknown author said it best, “I cannot improve my craft in isolation from others.”
The Role Professional Learning Communities Have in Strategic Planning
For some people, the term strategic planning brings to mind a disciplined and thoughtful process that links the values, mission, and goals of a school system with a set of coherent strategies and tasks designed to achieve those goals (Reeves, 2007). According to Weindling (1997) strategic planning “is a means for establishing and maintaining a sense of direction when the future has become more and more difficult to predict” (as sited in Van der Linde, 2001, pg. 536).
Professional learning communities embodies this process and allows for a triangulation of planning, goal setting, and result evaluation. Communication is the element that makes strategic planning such a success. Through professional leaning communities, this element of communication is evident as teachers begin to talk and create communities that focus on the specific needs of a campus, department, or classroom.
Implementing “Symbolics” in Professional Learning Communities
The first realm of meaning is symbolics. “These meanings are contained in arbitrary symbolic structures, with socially accepted rules of formation and transformation, created as instruments for the expression and communication of any meaning whatsoever (Kritsonis, 2007, p. 11).
Professional Learning Communities use communication as the backbone in which its purpose is fulfilled. Within professional learning communities this first realm is evident with the “ordinary language” that is required for effective communication to take place. In all professional learning communities, there is a discourse employed in the everyday speech and writing of education. Without the knowledge of this language and the knowledge of its meaning, educators within these communities cannot make progress in their journey to student improvement. “A person knows a language only if he understands its meanings” (Kritsonis, 2003, p.109). Gamble (2008) postulates that teachers must learn the vocabulary and apply the concepts of a PLC. They must talk the talk and walk the walk in lesson preparation and lesson presentations. Teachers must model the dynamics by stating clearly the objectives to the students, and make frequent use of formative assessments, using graphic organizers whenever possible. The use of graphic organizers is the implementation of symbols, which according to Kritsonis comprise another of the outer faces of language. These symbols are spoken sounds or written marks that convey the meaning to be communicated (Kritsonis, 2007).
The realm of symbolics expresses that different languages reflect multiple ways of organizing experiences. This is implemented in professional learning communities, by the collaboration effort between teachers as they share experiences
The Implementation of “Empirics” in Professional Learning Communities
The second realm empirics, includes the sciences of the physical world, of living things, and of man. These sciences provide factual descriptions, generalizations, and theoretical formulations and explanations that are based upon observation and experimentation in the world of matter, life, mind, and society. (Kritsonis, 2007, p. 12)
As educators collect and analyze data from students to produce better results they are functioning in the empirical realm.
The educators involved in professional learning communities essentially become scientific researcher for what is effective and what is not effective in the instructional setting. By becoming researchers their scientific inquiry is aimed at bringing some order and intelligibility out of what appears to be a miscellaneous and unrelated profusion of phenomena (Kritsonis, 2007). Gamble (2004) suggest that schools develop a professional library by researching the great “movers” in the field (i.e., Dufour, Hord, Martin-Kniep, Sergiovanni, and others). Acquire materials by these authors and get them into circulation.
As teachers gather data, it is important for them to remember that principles, generalizations, and laws are not directly inferred from data of observation and observations do not test the truth or falsity of hypotheses, but rather their scope and limitations. By being aware of these limitations identified by observation, educators are able to put in place future interventions for those students affected by those limitations.
The Implementation of “Esthetics” in Professional Learning Communities
“The third realm, esthetics, contains the various arts, such as music, the visual arts, the arts of movement, and literature” (Kritsonis, 2007, p. 12). Esthetics looks at not only knowledge in a mathematical and empirical manner, but explores understanding that may be used for the arts and other non-empirical fields. Often students cannot be calculated in a scientific manner. Kritsonis continues,
There are beauties that occur in the learning of all students that can only be understood in the wholeness of the student both empirically and non-empirically. Each individual student is like a fragile art piece. Each work of art contains its own meaning and speaks for itself. (2007, p.279)
By understanding the whole student and the varieties present in each student, professional learning communities can have a more holistic view and dialogue on what is working for different pieces of beautiful artwork.
It is important for educators to consistently take into consideration the differences and beauty that every student processes. Professional learning communities are a good platform for this to occur being that they are able to share experiences and assess students from differing paradigms.
The Implementation of “Synnoetics” in Professional Learning Communities
The fourth realm is synnoetics. Synnoetics refers to meanings in which a person has direct insight into other beings (or oneself) as concrete wholes existing in relation (Kritsonis, 2007). Engagement is a crucial part in having an effective professional learning community. It is the engagement between team members within the professional learning community as well as the engagement between the teacher and the student that drives the collaboration effort that in turn promotes student achievement. Kritsonis (2007) says that synnoetics meaning requires engagement and that there is no such thing as absolutely solitary existence. The very concept of isolation has significance only against a background of other from whom one is separated (Kritsonis, 2007). People may differ about how to ensure “quality,” but most would agree that quality teachers know how to craft engaging and effective learning experiences, despite constant changes in student populations. They need to be knowledgeable and they need to know how to use their knowledge. Ongoing professional learning simply must be integral to their work (Wood, 2007). Educators are charged with not only educating students academically, yet also, helping them gain self knowledge and guide them in how to use both their academic knowledge as well as their self knowledge. One goal of professional learning communities is to help teachers also gain knowledge of teaching practices as well as a personal knowledge about who they are and the roles they play as educators in a school. While professional developments are great avenues for this task, most time smaller professional learning communities can be more effective. Kritsonis (2007) posits that personal knowledge is not always developed though formal instruction.
The Implementation of “Ethics” in Professional Learning Communities
Ethics, according to Dr. William Allan Kritsonis, is that which “includes moral meanings that express obligation rather than fact, perceptual form, or awareness of relation” (Kritsonis, 2007, pg. 13). Morality, according to Kritsonis, is simply that “which reflects inter-subjective understanding. Morality has to do with personal conduct that is based on free, responsible, deliberate decision” (Kritsonis, 2007, p. 13). As educators ethics and morality should be the ordinary language and the business of everyone. Each day parents entrust us with the lives and futures of their children. Any act or decision made for our students from the smallest of them such as school materials used to the biggest such as assessment choices should be the most moral and ethical one. Gamble (2008) suggest that one should become an instructional leader in your school by advocating, in theory and practice, one of the “best practices” models called a professional learning community.
According to Kritsonis, ethical considerations enter into every department of ordinary life. Therefore, education cannot and will not escape the responsibility of ethics, or right actions, against students. By forming professional learning communities, teachers should ensure and hold each other accountable for ethical behavior toward students. The improvement of conduct depends upon the habit, in making each decision, of bringing into consciousness a range of different possibilities from among which a selection can be made (Kritsonis, 2007). This is the essence of what a professional learning community should do.
The Implementation of “Synoptics” in Professional Learning Communities
Synoptics refers “to meanings that are comprehensively integrative” (Kritsonis, 2007, p. 13). Synoptics covers the realms of “history, philosophy, and religion” (Kritsonis, 2007, p. 13). Professional learning communities implement this realm of meaning with its integrative characteristics of guiding, teaching, and learning as educators.
In professional learning communities, educators must also look at the history of what has been successful in obtaining student achievement for all students. By looking at the past, educators are able to better chart their path to the future. Along with looking at the past, professional learning communities should frequently reference the vision the school is attempting to bring to realization. At the very least, faith refers to an ideal and a hope for maximum completeness, depth, and integrity of vision (Kritsonis, 2008).
The synoptic view addresses the entire range of all that is encompassed in the expressible education experiences. Fidelity must be given to a data-driven curriculum, to clear and specific objectives, and to a mindset of deep purpose for meaningful planning and collaboration. The focus must be to move students, as well as faculty, into truly becoming lifelong learners (Gamble, 2007).
Concluding Remarks
In conclusion strategic planning is imperative for school leaders to obtain gains in student achievement. Doug Reeves (2007) stated:
School leaders should embrace the importance of strategy by developing plans that are focused and brief and that provide consistent monitoring and evaluation. Most important, the teachers and leaders who implement strategic plans should begin the process with the confidence that their professional practices truly influence student achievement. (pg. 87)
This process can and will be enhanced through quality professional learning communities where teachers and leaders can begin effective and action oriented dialogue about student achievement and what works and what is not working in classrooms all across the nation. The continued implementation of the Ways of Knowing Through the Realms of Meaning by Dr. William Allan Kritsonis will produce more coherent results when seeking holistic achievement of students.
REFERENCES
Bonstingl, J. (2009, January). Strategic planning during tough times. Leadership, 38(3), 8-10. Retrieved July 8, 2009, from Academic Search Complete database.
DuFour, R. (2004, May). What Is a Professional Learning Community? Educational Leadership, 61(6), 6. Retrieved July 7, 2009, from MAS Ultra – School Edition database.
Gamble, J. (2008, March). Professional learning communities. School Library Media Activities Monthly, 24(7), 17-17. Retrieved July 8, 2009, from MasterFILE Premier database.
Honawar, V. (2008, April 2). Working smarter by working together. Education Week, 27(31), 25-27. Retrieved July 8, 2009, from MasterFILE Premier database.
Kritsonis, W. (2007). Ways of knowing through the realms of meaning. Houston, TX:
National FORUM Journals.
Nebgen, M. (1991, April). The key to success in strategic planning is communication. Educational Leadership, 48(7), 26. Retrieved July 8, 2009, from Middle Search Plus database.
Reeves, D. (2007, December). Making strategic planning work. Educational Leadership, 65(4), 86. Retrieved July 8, 2009, from Middle Search Plus database.
Schmoker, M. (2004, February 1). Tipping point: From feckless reform to substantive instructional improvement. Phi Delta Kappan, 85(6), 424. (ERIC Document Reproduction Service No. EJ700581) Retrieved July 7, 2009, from ERIC database.
Thompson, S., Gregg, L., & Niska, J. (2004, November). Professional learning communities, leadership, and student learning. Research in Middle Level
Education Online, 28(1), 35-54. Retrieved July 8, 2009, from Academic Search Complete database.
Van der Linde, D. (2001, Spring2001). Strategic quality planning for teachers in the new millennium. Education, 121(3), 535. Retrieved July 8, 2009, from MasterFILE Premier database.
Wood, D. (2007, September). Professional learning communities: Teachers, knowledge, and knowing. Theory Into Practice, 46(4), 281-290. Retrieved July 8, 2009, from doi:10.1080/00405840701593865
Dr. William Allan Kritsonis, Professor and Mentor
www.nationalforum.com
National FORUM Journals Worldwide Website
About the Author
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
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Students, have you ever heard your instructor say anything about the following?
Protect the Right to Join a Union
Protect Your Rights in the Workplace During Times of Illness
Support Increased Funding for Education
Urge the Senate to Raise the Minimum Wage to $7.25 Per Hour
Fight the NLRB’s Decision Undermining the Right of Workers To Form and Participate in Unions
Keep the School Supplies Tax Credit for Educators
NCLB Let’s Get It Right
Tell Your Representatives to Support Professional Development
Protect The Right To Join a Union
Tell Congress to Oppose Private School Vouchers
Support Higher Funding Levels For Key Federal Programs Impacting AFT Members
Support Equity for Paraprofessionals
Setting the Right Priorities for Higher Education
Protect the Rights of Nurses to Participate in Unions
Tell Congress to Protect the Rights of All Americans to Vote in Elections
It’s Time for Congress to Fix the Medicare Prescription Drug Law
It is the job of instructors to TEACH a student HOW to think, and to give them a balanced sense of history upon which to place their values. An educator would be overstepping his boundaries and abusing his position if he advocated a particular political agenda. This falls into no longer educating, but brainwashing. If the children decide that these values are important to them on their own, or through conversation with friends and family, so be it. But this is not the role of the educator!
Can you summarize this?
This year, 29 out of about 1,000 new teachers departed.
By TIA MITCHELL, The Times-Union
When school began last fall, nearly half of Highlands Middle School teachers were new.
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“I always wanted to be a teacher,” is something Principal Cathy Barnes remembers hearing more than once as she conducted interviews over the summer.
Most of the 26 newbies had no formal educator training. They were mostly midcareer professionals looking to make a change.
Barnes offered to give them a chance, and then set up training and coaching to help them succeed, she said. It took about a month for her to realize that not all of them would.
By the winter break, Barnes had let go four of those new teachers by invoking a state law that allows new teachers to be fired without giving a reason so long as it is done within the first half of the school year.
Known as the “97-day rule” because of the stated deadline, school administrators say it allows schools to quickly part ways with teachers that simply are not equipped for the job. However, union officials say the law makes it so easy to fire new teachers that principals do that rather than spend the time and money to mold them into better educators.
The district has approximately 9,000 teachers.
This year in Duval County, 29 out of the approximately 1,000 newly minted teachers were terminated under the 97-day rule or resigned in lieu of being terminated. Many other new teachers have also left the school system this year, though other reasons were cited for their departure. One was later rehired at another school.
After their 97-day probationary period expired on Jan. 9, those teachers received the security of knowing they cannot be fired midyear without due process. But they don’t have to be reappointed to their post at the end of the school year.
After three years, Florida teachers receive tenure, meaning if during the summer break a principal decides not to invite them back to a school, they must be offered other options.
The 97-day rule was created in 1997, a time when Education Commissioner Frank Brogan was introducing sweeping education reform. At the time, a group of lawmakers wanted to eliminate teacher tenure laws. Knowing that such a law would not pass, they settled for the 97-day rule instead.
Terrie Brady, president of the local teachers union, said of the 800 teachers who have left the school system this year, she feels the 97-day rule is responsible for more than 29, possibly close to 100.
She feels half a year isn’t long enough to determine who will become a great teacher.
“If somebody chooses to want to go into education, why would we not give them as much support as possible and encourage them to stay and make sure they are successful?” she said.
Brady said the school system lacks the money, time and resources to devote to professional development, especially since both new and veteran teachers are already bogged down with paperwork, mandates and other things that tax their time outside of the classroom. She advocates for more mentoring and training to help new teachers adapt to the job.
She said she agrees there are teachers who should removed from the classroom, but she thinks there should always be a process in place to hear both sides of the story and determine a fair course to follow.
Veteran educator Jim Williams was a principal for over a decade before the 97-day rule was in place and about the same time after.
During that time, he said he probably used the 97-day rule only twice.
“It was always that I cannot leave this person working with students because I believe they are doing damage to students,” Williams said. “Nor do I see between now and the end of the year any change.”
Williams said he always considered the impact of the decision on the students, as well as the employee. Now that he supervises a cluster of principals, he expects them to provide ample evidence supporting their decision to exercise the 97-day rule. In the end, however, he agrees that teachers who are not effective in the classroom should be removed.
“We’re not an employment agency; we’re a teaching institution and students ought to be primary in this,” he said.
Read Neil Boortz’s book “Someone has got to say it”
I’m going to Costa Rica in 2nd week of April, I would like to attend academic conference where can I find info
is there a web site? I would like to attend to any conference that would address literacy or any other academic aspect including ESL education, Special Ed, GATE Students, or any training for professional development for educators.
try the esl website to see if there are any conferences or any information available.
Can you speak english?
English is not my first language and I had to write this text for school. Can you correct my grammar please….THANK FOR YOUR TIME..
The emergence of a new educator in the educational market is a crucial moment, especially when they come across with a very different reality of the one idealized during the process of their professional formation.
The objective of this work is to investigate the knowledge of recent – graduate professors in the market, to search and to identify the concepts and expectations these professionals have acquired during school and to be acquainted with the challenge they have been facing in the market.
The focal group developed a methodological framework for evaluating a group of six students and professional educators, who are lecturing in public schools. The results indicate that these professionals have come across with a lot of situations not studied in their course of field. They call it ” Shock of the Real”, because of all the conflicts and uncertainness they have to face. However, overcoming these new challenges, by learning with their own experience, talking with more experienced professionals and confronting the challenges face to face have revealed the importance of a practical class in the course. It is clear that the Institute of Education do not offer the support waited for these future educators.
The development of professor’s professional knowledge is given due a process where the initial concepts are reviewed. The different sources of information articulate and acquire motivation among the various professionals in the educational field.
The focal group was developed to acquire further knowledge.
Expected would be a better word.
Last sentences
I wanna say something like that the professional knowledge is given due to a process where the initial concept about teatching/educating is reviewed, and putting together all the knowledge of all the professional educators.
Something like that .. I am sorry .. I dont think i explained very well.
THANK YOU SO SO MUCH for your time I really appreciate it.
Lucky students you have.
A construção dos saberes profissionais se dá num processo em que as concepções iniciais sobre a docência são revistas, as diferentes fontes de saberes se articulam e adquirem sentido na relação com os diferentes atores do espaço escolar
Is this better?
In the methodological framework utilized by the focal group, was evaluated a group of six people; including students and professional educators, who are lecturing in public schools.
BETTER YET
In the methodological framework was utilized the focal group technique to evaluate a group of six people, including students and professional educators, who are lecturing in public schools.
I take it you are going to use this as an introduction to a research paper, so I will review it as such.
The emergence of a new educator in the educational market is a crucial moment, especially when they (come across with a very different reality of the one idealized during the process) of their professional formation.
The sentence in parenthesis I would change it to the following to make your intention clearer:
(encounter a reality that clashes with the idealized notion developed during the process)
The objective of this work is to investigate the knowledge of recent (-) (eliminate -) graduate professors in the market, to search and (to) (eliminate to) identify the concepts and expectations these professionals have acquired during school (is this once they are working in the schools, or when they were in school themselves learning to be teachers? Clarify sentence to give better advice) (,) (add comma) and to be(change be to get) acquainted with the challenge they have been facing in the market.
(The focal group developed a methodological framework for evaluating a group of six students and professional educators), (Clarify sentence for better advice. Was the focal group developed to acquire further knowledge, or did the group once created developed a methodological framework) who are lecturing in public schools. The results indicate that these professionals have come across (with) (eliminate with) a lot of situations not studied in their (course of field) (in the course of their professional studies? In the college courses? What? Please clarify for better advice). They call it ” Shock of the Real”(wouldnt it be reality shock?), because of all the conflicts and uncertainness (uncertainty would be a better) they have to face. However, overcoming these new challenges(,) (eliminate ,) by learning (with) (change with for by) their own experience, talking with more experienced professionals(,) and confronting the challenges face to face have revealed the importance of a practical class in the course (the course or are you talking about changes in the curriculum?). It is clear that the Institute of Education (do not offer) (better choice, is not offering) the support waited (Needed? Expected? Required? What do you mean?) for (depending of the previous choice for might change to by) these future educators.
The development of (a) professor’s (‘s or s’?) professional knowledge is given due a process where the initial concepts are reviewed. The different sources of information articulate and acquire motivation among the various professionals in the educational field. (please clarify the meaning of this two last sentences)
as soon as you clarify by putting an ADD to your question, id gladly complete the review
peace
Please review my letter of interest.?
To Whom It May Concern:
I am seeking an 8-12 grade social studies teaching position that would allow me to motivate, prepare and encourage students to reach their full potential. I spoke with representatives from _________ at the ______________________________ job fair in March and was impressed with the information I learned about your school district.
In May 2010 I will complete my Bachelor of Arts degree from _____________, where I have majored in History with a secondary education minor. I have passed the TExES 133 and the TExES 130 and intended to take the TExES 132 in order gain the social studies composite certification as well. I have been working as a student teacher at ________ High since August 2009 and I will complete my experience there in May. During this time I have developed areas of strength in organization, time management, and lesson planning.
I believe I would be a valuable addition to your district because I am an enthusiastic, determined and highly motivated educator. I am devoted to helping students reach their full potential, socially and academically. To achieve results I believe in keeping high expectations, building successful relationships with parents and continually finding ways to further my professional development as a teacher.
I look forward to taking the skills and many lessons I have learned during my student teaching experience, into my next classroom. Please contact me at your earliest convenience at (555) 555-5555 or __________________________ to set up an interview or simply discuss my qualifications.
Thank you for your consideration.
Sincerely,
You shouldn’t address this type of letter as “To Whom It May Concern”. It’s a little extra work but you should look up the school or district your sending a particular letter to and personalize it as much as possible. As least have the salutation as some more like “Grant County High School Personnel Director” or “Grant County School District #3 Human Resources” or something like that. Be as specific as possible.
At a job fair don’t just gather the information they hand out. Ask questions. “Who should I address a letter to if I wish additional information?” Get specific names or titles if at all possible. Ask for the card of the person you talk to. Then you can say “I talked with Mr/Mz John/Mary Jones and he/she informed me there were potential openings for social study teachers in XYZ School.” You need to make your correspondence stand out from all the rest.
Use the To Whom It May Concern for instances where you don’t know and don’t really care who reads it.