Librarians and faculty developers are increasingly collaborating to advance institutional change in higher education. While scholarship has documented librarians' expanding role in faculty development, explanations for their effectiveness remain limited. This article proposes systems convening--the practice of connecting diverse professional communities across traditional boundaries--as a framework for understanding their success in these roles. By highlighting shared competencies in narrative work, boundary work, and agency work, this framework explains how librarians successfully move into educational development roles. The analysis offers practical implications for practitioners, collaborators, and institutional leaders seeking to engage these boundary-spanning professionals as strategic partners in institutional transformation.