Faculty professional development (PD) remains a powerful tool in activating inclusive teaching practices that increase success for a broader diversity of students. The "Supporting and Advancing Geoscience Education at Two-Year Colleges: Two-Year Faculty as Agents of Change" program demonstrates a PD model that increases use of evidence-based teaching practices and cultivates faculty as change agents. Classroom observations coupled with interviews and surveys of participants across three cohorts and student course outcomes data attest to the influence of the program in changes in practice at the classroom and program level and increased agency of faculty as leaders at their institution. Development of faculty leaders on campus supports classroom changes and provides a lever to scale institutional and regional change.