Sessional teachers are increasingly contributing to teaching and learning in Australia and internationally. Hence, the role of their academic supervisor is quite considerable. In this paper I argue that not only do the development needs of sessional teachers require addressing, but so do those of their supervisors. By analysing the results of a survey of sessional teachers at Deakin University in Australia in 2009, I propose a tripartite model of academic development that sees the central academic development unit take a leading role in facilitating a ‘meeting of the minds’ between sessional teachers and those leading them.

Keywords: sessional teachers, academic development, leadership