Background: Professionalism education remains a challenge at every level of training in medicine, including academic faculty. Unprofessional behavior by physicians has been shown to significantly decrease quality and safety of care, and the moral basis of medicine demands that physicians and institutions commit to ethical and humanistic care for the sake of the patient. Improvement in professional behavior evades a “best practice” model due structural and cultural barriers including the varied nature of misbehavior and the reactive nature of institutional responses. Methods: In 2023, with institutional support, our large Children’s hospital inaugurated two related initiatives: a Faculty Coaching program, with 13 faculty trained by outside executive coaching experts longitudinally, and a Director of Faculty Development, to handle remediation. An online referral system was set up for faculty to self-refer or be referred for coaching. Professionalism coaching was intentionally separated from professionalism remediation, both in institutional processes and method of faculty development. Results: Since 2024, at least 6 faculty members have been coached for professional behaviors, and 6 for remediation. None have been re-referred for remediation since coaching ceased. Those who referred faculty members for purely remediation also report satisfaction with the method and process. Discussion: Our approach to faculty professionalism is one that acknowledges the talents of faculty, and yet insists on a longitudinal approach that begins with coaching and relationship-centered remediation. Coaching should serve an essential institutional role that signals the priority of safe care for patients, humane behavior for faculty, and the non-punitive nature of faculty development for professionalism. A dual faculty coaching-remediation program is a kinder advancement, protecting patients, the institution, the profession, and society, while respecting the dignity of the faculty member.