This article adopts a narrative style in presenting the case of a teacher-led network which is a significant source of support for teacher leadership in England and in other countries in Europe, the Middle East and Central Asia. The account explains the evolution of the organisation and explores some of the key features of its operation. It problematises teachers' professionality and gives an account of how the leadership of 'development work' enables teachers to collaborate to improve practice and build professional knowledge. It focuses also on the role of teachers as activists and facilitators of others' leadership, highlighting the role of scholarship. It touches on the nature of the programmes through which HertsCam supports teacher leadership, including the school-based Teacher Led Development Work programme and the MEd in Leading Teaching and Learning, a unique teacher-led masters degree programme. Networking and advocacy are also featured in this discussion.