The National Science Foundation's (NSF) Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) program seeks to address challenges of broadening participation in STEM at scale. The NSF INCLUDES Aspire Alliance ("Aspire," or "the Alliance") aims to diversify STEM faculty nationally through professional development (PD) focused on building a more equitable STEM faculty coupled with institutional change to promote systemic policies and practices that support student and faculty success. Central to the Alliance's faculty development efforts is Aspire's Inclusive Professional Framework for Faculty (IPF: Faculty). This research-grounded framework identifies three transferable "conceptual domains" that are foundational to faculty being equitable and inclusive across the multiple student-focused roles of instructor, advisor, and research mentor, as well as institution-focused roles of colleague and leader. To illustrate what the IPF: Faculty can look like in practice, the authors have chosen to narrate a day in the life of "Dr. Smith," an untenured faculty member who uses they/them pronouns. The reader will notice that Dr. Smith takes a mixed programming approach as they address the dimensions of the IPF. While many faculty already take a mixed programming approach to PD, the authors argue for greater intentionality using the lens of the IPF: Faculty to reinforce the holism of the IPF. The authors also believe that engaging in PD over time and applying the holistic lens of the IPF: Faculty will result in more equity, inclusion, and student focus.