Health professions educators are often expected to improve teaching amid limited time, team-based course structures, and fragmented sources of learner feedback. We developed a cohort-based Session Design Institute (SDI) to provide a practical, growth-oriented process for redesigning one class session from objectives through assessments. The SDI combined asynchronous preparation, synchronous workshops, consultation, and peer collaboration. We intentionally structured the SDI to promote collaboration within teaching teams using evidence-based practices previously shared at IAMSE. We also explicitly modeled backward design, reflective practice, effective active learning, and collaborative approaches. Participants reflected on learner performance data and other feedback, revised learning objectives, aligned session materials, designed formative and summative assessments, and created a high-fidelity implementation plan. Post-program feedback revealed greater confidence in participants’ ability to design a class session and improved attitudes towards collaborative session design and team teaching. Participants described greater attention to the “thread” connecting pre-class preparation, in-class learning, objectives, and assessment, increased use of exam data to guide session revisions, stronger collaboration and curricular scaffolding, and greater confidence identifying feasible active learning strategies. The SDI additionally served as a platform for faculty advocacy, supporting teaching teams navigate institutional processes and access needed resources. In this Lightning Talk, we will briefly describe the SDI model, share participant feedback and program outcomes, and provide recommendations for institutions seeking to implement a similar faculty development intervention. We will explain how the SDI offers educators a structured opportunity to collaborate with peers and turn their learner data and reflections into concrete curricular improvements.