Faculty effectiveness in Team-Based Learning (TBL) environments depends not only on mastery of instructional design but on the ability to coach learners, cultivate psychological safety, and manage team dynamics that drive performance. However, many educators enter TBL practice with strong content expertise and limited preparation in coaching-oriented facilitation, creating a persistent gap between TBL structure and TBL effectiveness.

This oral presentation introduces a coaching-informed framework that reframes faculty development in TBL from technique acquisition to performance coaching. Drawing on leadership coaching, Process Education, and learning-centered instructional theory, the model positions faculty as facilitators of learner autonomy, accountability, and team reasoning rather than content deliverers. The presentation synthesizes implementation insights from professional healthcare education and leadership development contexts, illustrating how coaching competencies—reflective questioning, structured feedback loops, and team performance coaching—directly influence learner engagement and team effectiveness.

Key outcomes include improved instructor confidence in facilitation, enhanced management of dysfunctional team behaviors, and stronger alignment between TBL design and learner-centered practice. The presentation concludes with transferable design principles and practical implications for scaling coaching-based faculty development across disciplines and institutional contexts.