The Interprofessional Center for Experiential Learning and Simulation (iCELS) at the University of Massachusetts Chan Medical School utilizes an expansive model to integrate equity, diversity, inclusion, and belonging (EDIB) into faculty development for simulation-based education (SBE). In our Team Faculty Development (TFD) model, we expand traditional faculty definitions to include all members contributing to simulation-based education, promoting diverse perspectives. By embedding EDIB principles throughout simulation processes, iCELS aims to counteract hierarchical structures in healthcare and enhance authentic learning. The Center’s Core Belief, drafted by our team members, underpins all activities; asserting respect, valuing lived experience, welcoming diversity, and reinforcing our commitment to improved outcomes for all. This belief shapes strategy and operations, guiding case development, simulation, and practice. Efforts to integrate EDIB encompass revising tools and processes to support inclusion, identify biases, and foster a collaborative environment; partnering with other campus and community organizations, including research teams; and encouraging continuous 360° feedback and engagement from all team members. By sharing experiences and methodologies, iCELS aims to inspire global collaboration and advance the field of medical simulation. This work details the Center’s ideology, tools, programs, and partnerships, emphasizing the importance of inclusive TFD and the ongoing nature of this work.