The expanding complexity of health care and biomedine requires adaptable and well prepared leaders. To address these needs, most academic health centers offer some form of faculty leadership development. Programs vary widely, however, with regards to participants, objectives, curricula and evaluation. In addition, most programs continue to rely on lectures and case discussions to develop skills of participants, with little evaluation of impact beyond satisfaction. Common elements of leadership curricula include leadership styles, conflict and negotiation, organizational change, management and finance . But, there is little consensus on core leadership competencies, effective training modalities or evaluation of institutional impacts. Importantly, educators often have dual roles in leadership training. They are developing their own personal skills as leaders, and also may be contributing to leadership development of students and trainees. Thus, faculty education leaders require a unique set of leadership competencies. We will share one institution's experiences in advancing faculty members' growth as academic leaders using a model with four different frames or perspectives: structural, human, political and symbolic. This session will enable participants to share and explore "what's working" and identify priority areas for future programming.