Taken from Simon Sinek, TED Talk, "Start with Why": http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html

This assessment should come in the form of teacher observations, one-on-one conversations, and small group work within departments/grades.

Meeting teachers where they are first involves small group work in teacher cohorts. These should be built around pedagogy topics rather than tech tools, following the "verbs not nouns" mantra. Ideally, these cohorts would be differentiated in a way that offer a "zone of proximal development," pairing teachers who are at generally the same level of experience and comfort with tech. Finally, offering basic "Appy Hours" (one hour quick tech intros) is always helpful.

This should come from an "EdCamp" model of PD days. These are professional development days that are built around teachers presenting to other teachers, with time in between for "playing". See more here: http://learningedtech.wordpress.com/2013/03/05/rethinking-inservice-days-te...

Providing constant support involves several fronts. The first of which is simply in staffing--having staff with the understanding of the technology and the ability to quickly and easily help teachers in need is critical. If dedicated staff is impossible, giving specific staff members a "mentorship" role would be helpful. Additionally, a committee comprised of people at all levels of the school should be formed to assess the macro-needs of the school as it relates to professional development. Finally, students should be encouraged to develop a "help desk" to assist both teachers and students in tech.

The library should become the centerpiece/hub of the innovation development in the building. This space can be the heart of the innovative pedagogy and learning that happens throughout the building. To effectively implement any 1:1 technology, the library can and should play an integral part.