How can faculty development (FD) support responsive innovations? At one end of the spectrum are rich, time-intensive programs grounded in frameworks like the Scholarship of Teaching and Learning, where instructors' innovations are part of larger projects in which they design and conduct comprehensive research studies in their courses. At the other end of the spectrum might be, say, an hour-long workshop that lays out principles and tips for responsive innovation and sends faculty off to try it on their own. This article describes a program--grounded in cycles of reciprocal peer observation--that's somewhere in between, requiring about 13 hours over the term. Faculty support each other in analyzing student learning, designing a responsive innovation, and reflecting on its effect. After outlining the program, the author describes the kinds of responsive innovations participants end up adopting. Next, the author points out two features of the program that foster these innovations. Before closing with a few reflections, the author shares faculty insights and tips for developers interested in implementing such a program.