This article presents an artist-centered approach to thinking about teaching artist professional development. This framework is intended both as a concrete basis for actual workshops and courses and as a scalable concept for more in-depth curriculum for the development of TA practice. The author addresses it as much to working TAs (who are the best trainers of themselves and their colleagues) as to arts education administrators. An essential feature in any strong professional development for TAs is that it should be both implicit and explicit in all such work that the object is not to graft the skills of classroom teachers onto TAs or to simply acculturate TAs to prevailing trends in classroom pedagogy. Rather the object is to develop and amplify the specific and unique ways of teaching that TAs offer. First among these ways of teaching is that TAs relate to students "as fellow artists" and relate to student work "as art".