Teacher beliefs are mediated and lived in the dialectic of teacher education and teacher practice. We reframe this dialectic of "teacher" preparation as "faculty" preparation, as many faculty are not prepared for the rigors of teaching, and most are not trained in the ethics of their profession. We propose a critical model of faculty development that primes teacher educators to cultivate authentic teacher beliefs and professional integrity. The model embraces five components that: 1) situate faculty development in professional and ethical standards; 2) align faculty diversity competencies with the institutional mission; 3) embrace guiding principles for undergraduate education; 4) contextualize faculty development; and 5) challenge through reflective discourse. (Contains 1 figure.)