In a previous article, we noted particular characteristics of the lower, middle, and upper school divisions. Management/leadership would do well to understand these characteristics and take them into account in working with the faculty cultures there. However, there is a fourth "division" that rarely is given much attention. This one incorporates teachers who typically teach across two or even three divisions. Working with these faculty members, without recognizing that they face and respond to unique challenges, you run the risk of talking constantly past them and rarely to them. Note that ISM is opposed to cross-divisional teaching in theory and in practice. This article recognizes the reality in today's schools and tries to place these teachers in a useful administrative context. We need to be clear: ISM does not intend to suggest that there is a balance between positives and negatives. In addition to the challenges noted below, cross-divisional teachers are part-time in each division in which they teach and inevitably drive the schedule. This practice is generally considered the only fiscally prudent way to provide course needs; it is a pragmatic business decision, but rarely is it a satisfying solution to teaching excellence within a school. As such, it is often not in the best interest of students.