Faculty development to improve teaching is the most common type of faculty development activity reported in the health professions literature. In this chapter, we describe the roots and current state of faculty development, including the increasing number of teaching improvement programs. We compare several competency frameworks for this chapter that are inclusive and applicable to teaching in: all venues; across all health professions; and across multiple educational domains. Competency frameworks should also be evidence-based, practical, and encourage teachers to examine their own level of competency. We chose The Clinician Educator Milestone Project, a teaching skill framework developed by the U.S. Accreditation Council for Graduate Medical Education with graduated levels of accomplishment, to contextualize best practice examples of how these teaching competencies might be developed and to illustrate essential features of teaching improvement programs. We conclude the chapter by addressing future areas of development for research and practice.