The aim of our presentation is to introduce the concept of a talented teacher using different theoretical backgrounds about giftedness and talent (Sternber & Davidson, 2005). We want to establish a concept of a talented teacher deriving from (1) an expertise model (Newel & Simon, 1972; Glaser, 1984; Eysenck, 1993; Ericsson, 1993; Gardner, 1993; Simonton, 1994, 1997), (2) the Differentiated Model of Giftedness and Talent (Gagne, 1985), (3) Renzulli’s “ring” model of giftedness, (4) a model of talent realization in women (Reis, 1996, 1998),  and (5) a Russian personality and developmentally oriented conceptions of giftedness (Bogoyavlenskaya & Schadrikov, 2000; Leitis, 2000). The main model for explaining our vision of a conceptualization of a talented teacher will be The Operation Houndstooth (Renzulli, Sytsma & Berman, 2000), which emphasizes the importance of a wise, satisfied, happy individual, that possess optimism, courage, romance with a topic or discipline, sensitivity to human concerns, mental energy and vision.
In an organizational environment there is a large emphasis on identifying and nurturing high-potential talents in a working place. On the other hand our society is still blind in recognizing the importance of high-potential talents in the educational working environment. 
A new era needs talented children who will lead our society to a social capital benefit society. And these talented children need talented teachers who will inspire them with their wisdom and personal qualities.
We share Renzulli’s (2002) belief, that “The conception of giftedness needs to expand beyond the traditional group of gifted individuals, defined by normal-curve approach, to broad and diverse populations.” and that “Giftedness in the new century will have to be redefined in ways that take co-cognitive components into account«.