States wrestling with the challenge of increasing community college student completion rates recognize that a critical next step is building support among faculty for reform efforts. Faculty can play a crucial role in bridging the historic divide between policy and practice. Empowering faculty to take a substantive role in informing policy decisions, while also supporting pedagogical and curricular changes in their classroom, has proven to be a successful strategy employed by several states. Creating the state and local infrastructure to promote faculty leadership in the reform process leads to better statewide policy and stronger faculty buy-in, according to state and college members of the Achieving the Dream, Developmental Education Initiative, and Completion by Design policy network participating in a December 13, 2011, meeting convened by Jobs for the Future. Fifteen states are represented in the network. Drawing on the experiences of the participating states, attendees highlighted three key ways that states can help institutions to deepen the engagement of adjunct and full-time faculty in high-priority, completion-focused reforms: (1) Enlist faculty on state-level committees and research projects charged with recommending policy and programmatic changes; (2) Expand the availability of professional development to prepare faculty for the need to teach differently; and (3) Help faculty make better use of data on student outcomes to inform classroom practices and state policies. Meeting participants also filled out questionnaires on their states' experience with engaging faculty in reforms. The matrix at the end of this policy bulletin provides a cross-state summary of their extensive efforts, describing the venues states use to bring faculty together, how much data-related professional development is offered, and how states are incenting faculty participation.