ABSTRACT
This chapter demonstrates some of the best practices gleaned from middle and senior leaders in education and in business. It discusses how middle leaders can help develop and lead members of their team. Development should not be limited to skills, knowledge and experience. One should proactively seek to develop physiology, emotions, cognitive ability, maturity, values, behaviour and relationships in themselves and the members of their team. The chapter focuses on formative development as much as possible and feedback should include a most of two specific actions to improve the teacher's practice and the students' learning through lesson observations. The chapter discusses the management of a departmental budget in more detail to support members of the department with as much continuous professional development (CPD) as possible. It describes how adults are more self-directed than children and are increasingly motivated by the why or the rationale behind leadership decisions.
