The most willing and able teachers should be trained first, because they can help sell and support the training to the rest of the faculty. The decision to train the most needy teachers first reduces faculty buy-in because it stigmatizes training as remedial. Rather than mandating that teachers participate, it is more effective to create a atmosphere of success with strong teachers who volunteer.
One of the hardest things for an administrator to do is permit a program to gain strength gradually as people discover its value. There is not training that will fix a faculty in one year. Professional development is a career-long process and administrators need to develop systems that support the continual growth of everyone on their faculty.
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