Training, recruiting, developing, and supporting talented and effective educators throughout their careers is known as human capital resource management (HCRM) in education. HCRM has been identified in recent literature as one of the ways in which districts and states may increase school effectiveness and improve student learning (Heneman & Milanowski, 2004; Odden & Kelly, 2008; Wurtzel & Curtis, 2008). Often, however, HCRM policies are designed piecemeal, lacking alignment and cohesion (Odden & Kelly, 2008). This technical brief identified and briefly summarized all policies in the state of Minnesota found in this study that relate to four main HCRM areas--preparation and licensure, recruitment, induction and professional development, and compensation and working conditions. In addition, the brief presented the extent to which specific policies affect more than one HCRM area. These descriptions of HCRM policies in Minnesota provide a snapshot of state-level policies available to support the training, recruitment, and development of educators. For state policymakers in Minnesota, this brief can serve as a starting point for examining existing state policy in the four areas to inform future policy development. For state policymakers outside Minnesota, this brief provides insight on some state-level options that currently exist for supporting strategic human resource management in education. Further areas of inquiry that build on this descriptive study may include examining the effectiveness of these state policies, the alignment of these policies within the state, and the comparison of these attributes between states. Details on Method are appended. (Contains 17 tables, 3 technical notes and 1 footnote.)