Faculty development in distance education does not happen in a vacuum. It is often interwoven with efforts to increase adoption of distance education programs and increase the effectiveness of online teaching. Training might not be the only way to meet these needs. This article presents a new faculty-development model, based on a systematic performance analysis schema. Several alternatives to traditional training are proposed, including performance support, knowledge sharing, communities of practice, and formative evaluation. (Contains 2 figures and 2 tables.)