Acquiring, managing and retaining talent has been the function of human resource in many business organizations.  Many theories have surfaced in effort to propose the best strategies to maximize these processes to ensure that top talent is hired and cultivated to meet the organization’s goals. Christensen (2006) proposes the Five Fundamental HR process: Workforce Planning and Staffing, Learning and Development, Organizational Development, Performance Measurement, and Employee Relations.  Unfortunately, management systems like this are lacking in the education (Olson, 2008). As many schools districts may implement a component of Christensen’s process, it is not a congruent human resource system where common conversations about managing talent are engaged.(Smylie and Wenzel) These components are generally the responsibility of different departments.   For example, workforce planning and staffing may be the focus of tactical Human Resource Department, where learning and development is the responsibility of the Professional Learning Department and/or Curriculum and Instruction department.  This separatism leads to discontinuity in effectively managing the talent that is hired. Behrstock (2010) references a study by IBM Corporations and the Human Capital Institute that found the field of education lagging behind other industries (banking, retail, healthcare, etc.) in applying effective talent management practices. Odden (2011) believes it would take “restructuring the entire human resource system” to implement and effective strategic management process in schools (p.9).  Or will it? 

Collective Learning Modules offer a localize schoolhouse approach of beginning to infuse the benefits of a congruent human resource system for cultivating teacher talent - creating a grassroot approach for innovatively impacting teacher quality.  VS waiting to create a massive overall of systemwide reconstruction of the current human resource structure in schools.