In recent years, education stakeholders at the local, state, and federal levels have increasingly turned to human resources policies on teacher tenure, compensation, and evaluation as leverage points for improving teaching quality in classrooms. Although these efforts appropriately aim to improve the quality of the teaching force, they too often seek silver-bullet solutions applied in isolation from other improvement strategies. moreover, many proposed strategies treat quality as a largely static characteristic to be better distributed rather than an area for ongoing development and do little to address the performance of teachers who occupy the vast middle ground between excellence and harmfulness. emerging attention to entire systems of human capital management, however, appropriately recognizes the need for a comprehensive approach to improving teaching quality. Garden Grove Unified School District, a large urban district in California, provides a compelling example of what such a system looks like in practice.