The Work Application Plan (WAP) is the project an aspiring school head designs during the NASH Targeted Development Program (TDP) or Professional Development Intervention (PDI) to apply a leadership competency in their own school or office. The template is Enclosure No. 8 to DM-OULS-2026-397, the September 7, 2026 guidelines of the Office of the Undersecretary for Learning System, which the National Educators Academy of the Philippines (NEAP) implements; the template calls it the Workplace Application Plan. It has six sections: the proponent’s profile, the project profile, funding, an action plan in four milestones, risks, and a monitoring and evaluation plan. It asks for “one (1) general objective and at least three (3) specific objectives” and a timeline that “should not exceed 6 months”. The participant prepares it, the coach reviews it, the Assistant Schools Division Superintendent (ASDS) recommends it, and the Schools Division Superintendent (SDS) approves it.
The WAP matters most for takers With Developmental Areas. DepEd Memorandum No. 044, s. 2026 says they “Must have completed the PDI and relevant Work Application Plan (WAP) duly certified by the Schools Division Superintendent (SDS)” before they can be considered for School Principal I (para. 5). PDI participants carry out the approved WAP in Phase 3 and then report on it in the Workplace Application Accomplishment Report (WAAR), Enclosure No. 9.
Key findings
- Drafted in Phase 2, carried out in Phase 3. Phase 2 activities lead “to WAP development”; in Phase 3, PDI participants “Submit coach-verified WAP for SDS approval” and implement it (DM-OULS-2026-397, Enclosure No. 2, Figure 3).
- Six sections, four milestones. The template’s action plan uses Situational Analysis and Problem Framing (1 month), Innovation Design and Operational Planning (1.5 months), Implementation and Learning Session(s) (3.5 months), and Evaluation and Sustainability Plan (end of the 6th month); the milestones “are subject to adjustment based on WAP process” (Enclosure No. 8).
- Objectives and time limit. One general objective, at least three specific objectives, and no more than six months from start to end (Enclosure No. 8).
- Coaching dates are part of the plan. Each milestone needs a date and time to meet the coach, and the coach’s signature means agreement with them (Enclosure No. 8).
- Four signatures. Prepared by the proponent, reviewed by the coach, recommended for approval by the ASDS, approved by the SDS (Enclosure Nos. 8 and 9).
- DepEd co-owns the data. The declaration reads: “I agree that the Department of Education (DepEd) is the co-owner of all the data gathered and the copyright of any publication or use of these data” (Enclosure Nos. 8 and 9).
- The WAAR reports what happened. It adds a summary of activities, accomplishments, a monitoring and evaluation report with the coach’s observations and signature, challenges, next steps and reflections (Enclosure No. 9).
Where the WAP fits
| Stage | What happens to the WAP | Source |
|---|---|---|
| Phase 2, Job-Embedded Learning (TDP and PDI), November 9, 2026 to January 15, 2027 | Output-based activities lead “to WAP development”; the coach verifies outputs | Enclosure No. 2, Figure 3; Enclosure No. 1 |
| After Phase 2 ends (validation January 18–22, 2027, indicative) | RO- and SDO-led WAP validation and Phase 2 certificates | Enclosure No. 1 |
| Phase 3, Workplace Practice (PDI only), January 25 to July 30, 2027 | SDO-led orientation; coach-verified WAP to the SDS for approval; implementation with continuing coaching | Enclosure No. 2, Figure 3; Enclosure No. 1 |
| After the WAP is carried out | WAAR to the SDO NASH PDI focal person; the SDS-certified WAP and WAAR go to the Regional Office | Enclosure No. 2, Sec. III.B and Figure 3 |
The template’s “PD Program Attended” field reads “NASH TDP / PDI – Phase 2”, and the WAAR’s reads “NASH TDP / PDI – Phase 3”. TDP participants develop a WAP in Phase 2 but have no Phase 3; the TDP ends with its end-of-program evaluation in Phase 2 (Enclosure No. 2, Figure 2). The phases, coaches and certificates are in NASH TDP and PDI: Phases, Coaches and Certificates.
DepEd’s results memoranda call the document a “Work Application Plan”; DM-OULS-2026-397 and its templates call it a “Workplace Application Plan”. Both mean the same WAP.
Mind the school calendar. SY 2026–2027 ends on April 8, 2027, and the teachers’ 30-day end-of-school-year break runs from April 9 to May 9, 2027 (DepEd Order No. 009, s. 2026, para. 4 and annex). Phase 3 runs past both, so plan any work that needs learners and teachers in class to finish by April 8, 2027.
Start from two needs
A good WAP joins a leadership need to a school need.
- The leadership need comes from your NASH result: the domains your development report or coach names, and the PPSSH indicator you are working on. The template’s rationale asks you to “Identify the competency gaps that will be addressed and the current performance level on the key results area(s)”.
- The school need is a real problem in your school or office that you are authorized to work on. A WAP is carried out “within their respective schools or offices, based on the identified PPSSH domain and targeted leadership competency” (Enclosure No. 2, Sec. III.B).
A project chosen for its title, without that link, keeps you busy without showing growth in the competency. From NASH Results to a PPSSH Development Plan shows how to turn a NASH result into one or two development goals first.
The template, section by section
The worked example that runs through this section is fictional: its school, numbers and dates show how the fields fit together, not a real submission or result.
The example. A Teacher III in the PDI, authorized by the school head, coordinates a small improvement project with two Grade 3 teachers. The participant’s development area is Domain 3, Focusing on Teaching and Learning. School records list 24 learners receiving extra reading support, but only 8 of the 24 records link the learner’s identified skill need, the support given and a dated follow-up check, so teachers cannot tell whether the support is working.
I. Proponent’s profile
The fields are name, position, school, School ID, region and Schools Division Office (SDO), the program attended (“NASH TDP / PDI – Phase 2”, with “Phase 1 completion:
II. Program/project profile
| Field | What the template asks | In the example |
|---|---|---|
| Title | “the proposed program/ project title” | Using Reading Assessment Evidence to Improve Learner Support |
| Type of intervention | “Committee work, Job Expansion, Job Rotation, Job Shadowing, Special Project, Stretch Assignments, Informal JEL Activities, others please specify” | Special Project |
| Rationale | Why the WAP will be implemented; the competency gaps and current performance; context and connection to the TDP or PDI; relevant legal bases; relevant literature | The participant’s gap in using assessment results; the 8-of-24 baseline; the link to PPSSH indicators 3.5.1 and 3.4.1 |
| Program/project description | The main task, the knowledge and skills to be learned, and the expected results for the beneficiaries | Coordinate a review of the 24 records, agree on a tracking routine with the two teachers, and hold four evidence-review meetings, with the coach observing two |
| Objectives | “one (1) general objective and at least three (3) specific objectives” | See below |
| Delivery platform | “Modality of the program/ project” | Onsite meetings; coaching onsite or online as agreed |
| Timeline | “From Start Date to End Date; per NASH TDP / PDI guidelines, this should not exceed 6 months” | February 1 to April 8, 2027 (10 weeks), after the SDS approves it |
The two PPSSH Career Stage 1 indicators in the example’s rationale are 3.5.1, “Demonstrate knowledge and understanding of learning assessment tools, strategies and utilization of results consistent with curriculum requirements”, and 3.4.1, “Set achievable and challenging learning outcomes to support learner achievement and the attainment of other performance indicators” (DepEd Order No. 024, s. 2020). Name an indicator only where the project shows it; the Domain 3 guide lists them.
Objectives. Write each objective as a result someone can check, with its date.
- General objective: The participant can coordinate the use of reading assessment evidence so that learner-support decisions are recorded, reviewed and adjusted.
- Specific objective 1: By February 12, 2027 (Week 2), the baseline for the 24 learners verified and the criteria for a complete support record agreed with the teachers and the coach.
- Specific objective 2: By February 19, 2027 (Week 3), a skill target, a support response and a follow-up date recorded for each of the 24 learners.
- Specific objective 3: By March 12, 2027 (Week 6), decisions from four evidence-review meetings recorded, with the coach’s feedback on two.
- Specific objective 4: By April 8, 2027 (Week 10), complete records raised from 8 to at least 20 of 24, the number of learners who met their agreed skill targets on comparable follow-up evidence reported, and an evaluation and reflection written.
Justify each target from the baseline and the time available. A target such as “20 of 24 records” is the participant’s own planning figure, not a DepEd standard.
III. Funding details
The template asks for the amount needed (“Will the project need funding? Indicate the total amount.”), a budget breakdown and the funding source (“How will the program be funded?”). Fill it in even when no new money is needed. The example asks for none: it uses existing records, a school computer, approved materials and meeting times the school head has agreed to. Staff time and equipment are still resources; list them in the action plan.
Naming a fund does not authorize its use. Among the uses of school Maintenance and Other Operating Expenses (MOOE), DepEd Order No. 008, s. 2019 lists “activities as identified in the approved School Improvement Plan (SIP) for implementation in the current year and as specifically determined in the Annual Implementation Plan (AIP)”, all “in accordance with the existing budgeting, accounting, procurement and auditing rules and regulations” (Sec. V.D). Confirm with the school head that the activity is in the AIP before you name MOOE as the source.
IV. Action plan
The template has six columns: milestones, activities, timeline, resources needed (“Materials, funds, resources”), expected output or outcome, and coaching schedule. It suggests 1, 1.5 and 3.5 months for the first three milestones and the end of the sixth month for the fourth. The example compresses them into 10 weeks.
| Milestone | Activities | Timeline | Resources needed | Expected output | Coaching schedule |
|---|---|---|---|---|---|
| 1. Situational Analysis and Problem Framing | Review the 24 records with the teachers; verify missing data; state the problem and the participant’s development need | Weeks 1–2 (February 1–12) | Learner records; tracking sheet; school computer | Baseline summary, problem statement, criteria for a complete record | February 12, 2027, 3:00–4:00 p.m. |
| 2. Innovation Design and Operational Planning | Agree on the tracking routine, learner targets, roles and meeting dates | Week 3 (February 15–19) | Meeting time approved by the school head | Revised tracking sheet, support plans, schedule | February 19, 2027, 3:00–4:00 p.m. |
| 3. Implementation and Learning Session(s) | Run the routine; hold four review meetings; adjust support when the evidence calls for it | Weeks 4–7 (February 22 to March 19) | Records; approved reading materials; meeting time | Updated records, meeting decisions, notes from two observed meetings | Observed meetings February 22 and March 8, 2027 |
| 4. Evaluation and Sustainability Plan | Compare results with the objectives; account for missing evidence; review workload; draft next steps and the WAAR | Weeks 8–10 (March 22 to April 8) | Final records and follow-up evidence | Evaluation, reflection, continuation proposal | March 31, 2027, 3:00–4:00 p.m. |
The coaching column asks you to “Indicate date and time to discuss the results of this milestone/ activities with your coach”, and “The coach’s signature at the end of this document indicates that s/he agrees with the indicated dates for coaching.” The example avoids the Grade 3 ELLNA week of March 1–5, 2027 and finishes its learner follow-up by March 12, when the end-of-year assessment window closes (DO 009, s. 2026, annex).
V. Risks and mitigation strategies
The template defines an identified risk as a “Potential problem(s) or negative event(s) that may occur during the implementation of your activities, which could affect your timeline, resources, participation, or expected results”, and a mitigation measure as a “Proactive step(s) or strategy(ies) designed to reduce the likelihood or impact of the identified risk(s)”. List the risks of your own school, not a generic set.
| Risk in the example | Mitigation |
|---|---|
| Baseline or follow-up records are missing | Check gaps in Week 1 with the class adviser; report missing evidence as missing |
| Learner absences interrupt the support | Track attendance and separate non-attendance from lack of progress |
| Meetings compete with teaching load and end-of-year tests | Hold 30-minute meetings on dates the school head approves, outside test weeks |
| The tracking sheet adds paperwork | Keep only fields that inform a decision; drop the rest after the first meeting |
| Coaching sessions are postponed | Send outputs to the coach two days ahead; raise repeated delays with the SDO focal person |
VI. Monitoring and evaluation plan
For each milestone the template asks for a “Monitoring Tool/Method”, a timeline and a responsible person.
| Milestone | Method | When | Responsible |
|---|---|---|---|
| 1 | Checklist of the 24 baseline records | February 12, 2027 | Participant and teachers; coach reviews the interpretation |
| 2 | Review of the tracking sheet, support plans and schedule | February 19, 2027 | Participant; coach reviews |
| 3 | Record check after each meeting; coach’s notes on the observed meetings | Four times, February 22 to March 12, 2027 | Participant; teachers verify learner data; coach |
| 4 | Comparison of results with each objective | March 22 to April 8, 2027 | Participant; coach reviews |
Plan for four kinds of evidence: whether the activities happened, whether the records and decisions were sound, whether the participant’s leadership practice changed, and what the learner data show. A complete tracking sheet does not prove that reading improved, and improved scores in one small group do not prove that the project caused them.
Declaration and signatures
The declaration reads: “I hereby declare that the information provided in this application is true and correct to the best of my knowledge. I agree that the Department of Education (DepEd) is the co-owner of all the data gathered and the copyright of any publication or use of these data.” The signature blocks follow in order: prepared by the proponent, reviewed by the coach, recommending approval by the ASDS, approved by the SDS (Enclosure No. 8). Resolve the coach’s comments before the plan goes to the ASDS. Use counts rather than learners’ names in the WAP; keep the named records in the school’s files.
The WAAR: reporting what happened
The WAAR repeats the WAP’s first three sections, now marked “NASH TDP / PDI – Phase 3”, and adds six (Enclosure No. 9):
| Section | What it asks |
|---|---|
| IV. Summary of Activities Conducted | For each milestone: date implemented, activities, description, expected output or outcome, and date coached |
| V. Accomplishments | “the key accomplishments or results of the implementation based on your objectives” |
| VI. Monitoring and Evaluation Report | For each activity: means of verification (MOVs), evidence of completion (“Complete/Partially Complete”), quality of output (“e.g., 1–5 or Basic/ Developing/ Proficient”) and the coach’s observations, with the coach’s signature |
| VII. Challenges Encountered and Solutions | The obstacles met and the “Concrete actions or steps taken to resolve or manage” them |
| VIII. Next Steps / Recommendations | Follow-up actions, sustainability strategies and areas for improvement |
| IX. Reflections | What went well, what challenges helped you grow, how your actions affected learners, teachers or stakeholders, what you learned, and what you will do differently |
The rating scale in Section VI is given as an example (“e.g.”), not a fixed rubric; agree on one with your coach when the WAP is approved.
Keep evidence as you go. File, by milestone, the dated records that will become your means of verification: the baseline checklist, the approved WAP, meeting decisions, the coach’s notes, revised drafts and the final data. A WAAR written from memory at the end is weaker than one built from records kept during the work. Building Evidence of School Leadership Readiness explains which records DepEd’s promotion processes count.
Report shortfalls as they happened. Suppose the example ended with 19 complete records instead of 20, three review meetings instead of four, and comparable follow-up data for 21 of the 24 learners, of whom 10 met their targets. An honest Section V would say exactly that, Section VII would give the reasons and what was done, and Section IX would say what the participant learned about scheduling and follow-through. A WAAR that marks every activity “Complete” without means of verification tells the coach and the SDS less than one that reports partial completion with evidence.
Common weaknesses
| Weakness | Fix |
|---|---|
| “Improve school performance” as the objective | Name one leadership competency, one school problem and a scope you can finish within the school year |
| Objectives that list activities | State the result and the date it will be checked |
| A project unrelated to your development domain | Tie the rationale to the domain and indicator from your result |
| Targets with no baseline | Measure the starting point before you set targets; verify it in Milestone 1 |
| A fund named without approval | See Section III: confirm the activity is in the school’s AIP |
| “Coaching as needed” | Enter a date and time for each coaching session |
| Learner work planned after April 8, 2027 | Finish class-based work before the end of SY 2026–2027 |
| Photos and attendance sheets as the only evidence | Add decisions, revised outputs, coach feedback and results |
| A WAAR in future tense | Report what happened, including what was not finished |
What this means for school heads
A school head whose teacher is writing a WAP decides much of what the plan can do: which records the participant may use, what authority the participant has, and when meetings fit the school day. DM-OULS-2026-397 gives participants no compensatory time-off for program work beyond office hours (para. 8). Agree on the scope in writing before the WAP goes to the coach, and check that any MOOE-funded activity is in the AIP, so the SDS does not approve a plan the school cannot support. Supporting a colleague through such a project serves PPSSH strand 4.6, leadership development in individuals and teams (Domain 4 guide). For larger school projects, the same steps of problem framing, design and evaluation appear in the School Improvement Plan and in root cause analysis.
Frequently asked questions
What is a WAP in the NASH PDI?
A Work Application Plan, called a Workplace Application Plan in DM-OULS-2026-397 and its templates, is the project through which a NASH TDP or PDI participant applies a targeted PPSSH competency in their own school or office. PDI participants must complete it, with the SDS’s certification, before being considered for School Principal I (DM 044, s. 2026, para. 5).
How long can a WAP run?
No more than six months from start date to end date (Enclosure No. 8). On the indicative calendar, Phase 3 runs from January 25 to July 30, 2027 (Enclosure No. 1). That window is a little over six months and includes the SDS’s approval, the end of SY 2026–2027 on April 8, 2027 and the WAAR, so a WAP must be shorter than it.
How many objectives does a WAP need?
One general objective and at least three specific objectives (Enclosure No. 8).
Who approves the WAP?
The participant prepares it, the coach reviews it, the ASDS recommends approval and the SDS approves it (Enclosure No. 8). In Phase 3, PDI participants “Submit coach-verified WAP for SDS approval” (Enclosure No. 2, Figure 3).
Does a WAP need funding?
Not necessarily. The template asks whether the project needs funding, the total amount, a breakdown and the source (Enclosure No. 8). A project that uses existing records, equipment and approved time can show zero new funding, as long as the resources are listed and the school head agrees to their use.
Sources
- DM-OULS-2026-397, Guidelines on the Conduct of the National Assessment for School Heads (NASH) Targeted Development Program (TDP) and Professional Development Intervention (PDI), Office of the Undersecretary for Learning System, September 7, 2026 (para. 8), with Enclosure No. 1 (Indicative Timeline of Activities), No. 2 (Program Guidelines, Sec. III.B and Figures 2–3), No. 8 (Workplace Application Plan Template) and No. 9 (Workplace Application Accomplishment Report Template). Disseminated in Schools Division of Zamboanga del Norte Division Memorandum No. 524, s. 2026, October 1, 2026.
- DepEd Memorandum No. 044, s. 2026, Results of the National Assessment for School Heads for Fiscal Year 2025 (Batch 2), July 4, 2026 (para. 5).
- DepEd Order No. 009, s. 2026, Guidelines on the Implementation of the Three-Term School Calendar in Basic Education (para. 4 and the SY 2026–2027 calendar annex).
- DepEd Order No. 008, s. 2019, Revised Implementing Guidelines on the Direct Release, Use, Monitoring and Reporting of Maintenance and Other Operating Expenses Allocation of Schools (Sec. V.D.1).
- DepEd Order No. 024, s. 2020, National Adoption and Implementation of the Philippine Professional Standards for School Heads, September 7, 2020 (indicators 3.4.1 and 3.5.1; strand 4.6).
Written by Mark Anthony Llego for NASH Reviewer. Sources: DM-OULS-2026-397 and its Enclosure Nos. 1, 2, 8 and 9; DepEd Memorandum No. 044, s. 2026; DepEd Orders No. 009, s. 2026, No. 008, s. 2019 and No. 024, s. 2020. NASH Reviewer is not affiliated with DepEd.