Background- Faculty development is a critical determinant of educational quality, curriculum effectiveness, and institutional success in medical education. Despite substantial investments in faculty development activities, many institutions continue to employ fragmented approaches that are not systematically aligned with faculty needs, institutional priorities, or curriculum quality improvement initiatives. To address this challenge, the American University of Barbados School of Medicine (AUB-SOM) designed and development of Faculty Personal Professional Development Plan (PPDP) integrated with a needs assessment process to support individual faculty growth while simultaneously informing institutional planning and curriculum continuous quality improvement (CQI). Objective- To describe the design, development, and anticipated institutional impact of a Faculty Personal Professional Development Plan framework linked to faculty needs assessment, faculty development programming, institutional effectiveness, and curriculum CQI. Methods- A developmental and quality improvement project was conducted using a structured systems-based approach. The PPDP framework was designed through review of faculty development literature, accreditation standards, institutional strategic priorities, and stakeholder consultation. To identify faculty development needs related to the PPDP framework, a structured needs assessment survey was administered to all faculty members. The survey evaluated faculty knowledge, perceptions, and self-reported competencies regarding various aspects of professional development planning, including goal setting, reflective practice, documentation of evidence, appraisal processes, career advancement, and the role of PPDP in institutional effectiveness and curriculum CQI. The items on quantitative and qualitative responses were reviewee to determine areas of knowledge deficiency and professional development priorities. The identified gaps served as the basis for developing targeted faculty development interventions and establishing an annual faculty development agenda aligned with institutional quality improvement goals. The survey was provided with file uploading option of submitting the completed PPDP form sent via individual faculty email address. Results- The PPDP framework facilitated systematic identification of faculty development needs across educational, scholarly, leadership, technological, and clinical domains. The process established a mechanism for aligning individual faculty goals with institutional objectives and provided actionable information for faculty development planning, curriculum review, and quality assurance activities. The model created an institutional feedback loop linking faculty growth with educational quality, curriculum enhancement and achievement of institutional mission while meeting the accreditation standards. Conclusion- The PPDP framework represents a practical and scalable strategy for integrating faculty development, institutional effectiveness, and curriculum CQI. The approach offers medical schools a sustainable mechanism for evidence-informed faculty development and continuous organizational improvement.