UPDATED

Commission on Higher Education

Office of the President

Republic of the Philippines

Faculty AND STAFF development

planning worksheet
preparing for the k to 12 transition
6 November 2015
Dear SUC President:
Thank you for sending your representatives to our zonal Strategic Faculty
and Staff Development Planning Workshops for SUCs in Luzon, Visayas, and
Mindanao held from November 3-6 2015.
As we have discussed, those that have not yet planned the work assignments
of their faculty in the K to 12 transition years (SY 2016-17 to 2020-2021) are
requested to go through a planning process that will enable the SUC to
determine the activities of your permanent, probationary, contractual and
outsourced faculty and staff for each semester from AY 2016-2017 to AY
2017-2018. Note that we have updated these worksheets to incorporate
comments and suggestions shared by SUC representatives during our
workshops.
Such planning is essential for the SUC to help the faculty account for the
salary they will be receiving if they have no teaching load or if their teaching
load is reduced significantly. It will also help the SUC allocate the teaching
load in such a way that they minimize if not totally avoid the displacement of
non-permanent faculty. From here, we will be able to estimate the number
of faculty who might avail of the different grants under the K to 12 Transition
Program. (These grants are discussed in Appendix A.)
The worksheets are designed to enable SUCs to consolidate plans generated
from the ground (i.e, at the department level), and by semester, for SY 201617 and SY 2017-18, and are designed to be accomplished by the following:
For each DEPARTMENT

Template 1: Distribution of Subjects

Template 2: Faculty Loads

Template 3: DEPARTMENT Faculty Profile
For the SUC PRESIDENT / VICE PRESIDENT FOR ACADEMIC AFFAIRS /
ADMINISTRATION

Template 4: Senior High School Subjects (for those intending

to offer Senior High School)

Template 5: SUC Faculty Development Plan

Template 6: SUC Staff Development Plan

For state universities and colleges

Notes
1. SUCs might also consider laying out the classes for the entire
5-year K to 12 transition period, taking into account the revision in the
curriculum starting SY 2018-2019 for more optimum planning using
the same procedures
2. Prior to submitting the final templates, delete the columns indicating
the names of your faculty and staff should you choose not to disclose
this information. Rest assured that the submitted data will not be
misused.

MATERIALS
You may download the templates and other workshop-related materials at
http://kto12transitionplanning.weebly.com/ or e-mail us at
ched.k12@gmail.com to request for a soft-copy of the files.

SUBMISSIONS
As discussed during our workshops, please submit your
completed TEMPLATES 5 & 6 via e-mail by NOVEMBER 20,
2015, Friday, 12:00 noon.
For SUCs in Metro Manila, the deadline is extended to NOVEMBER
27, 2015, Friday, 12:00 noon due to class suspensions during
APEC week.
Please send the final excel files to: ched.k12@gmail.com with
the subject: FSDP - (Region) - (SUC Name).

For state universities and colleges

FOR THE DEPARTMENT

step 1

[Please refer to Template 1: Distribution of Subjects]

List all the undergraduate and graduate classes and sections starting with the first semester of SY
2016-2017 up to the second semester SY 2017-2018. Please include the classes for the summer
session prior to the implementation of the revised GE curriculum in SY 2018-2019.

Legend

Column

Description

Subject

Name of subject offered

Section

Section offered (ex. THX, THU, etc.)

Input one entry per section.

Teaching
Load

Number of units
Note: Apply the appropriate weights for graduate courses and laboratory
courses that are traditionally used in your SUC in computing the teaching load.

Note that you may have to make assumptions regarding your freshman enrolment (eg.
expected number of enrollees from Senior High School Early Adopter Schools, and Last
Chance to go to College enrollees, if any).
Before assigning the equivalent load, the tenured faculty/Academic Personnel Committee or
whichever body decides on faculty development might consider meeting to discuss their plans
for each member of the regular faculty per semester/year in terms of scholarship, professional
advancement, industry immersion, research, extension/community engagement, curricular
revisions, production-related work, assignment to Senior High School, among others.
Please go over the attached information on CHED Faculty Grants for ideas on equivalent
teaching load for the faculty who will be designated to upgrade their qualifications or enhance
the programs of the SUC. These activities will justify the salaries of your regular faculty given
teaching load reductions as well as the salaries of the contractual faculty you will hire.

Please refer to Appendix A: CODE GUIDE FOR FACULTY DEVELOPMENT GRANTS DURING THE
TRANSITION PERIOD
NOTE: Exclude visiting professors and teachers from DepEd who have additional assignments from
the SUCs.

sample template 1
In the first semester, the Department of Psychology
will be offering the following classes:

1st Semester
Subject

Section

Equivalent
Load

Psych 10
Psych 10
Psych 10
Psych 100
Psych 101
Psych 101
Psych 204
Psych 211

THV
THX
WFR
WFU
THR
WFX
MSR
MSU

3
3
3
3
3
3
4.5
4.5

3 sections of Psych 10, each with an equivalent

load of 3 units
1 section of Psych 100, with an equivalent
load of 3 units
2 sections of Psych 101, each with an
equivalent load of 3 units
1 section of Psych 204, with an equivalent
load of 4.5 units, since it is a graduate class
1 section of Psych 211, with an equivalent
load of 4.5 units, since it is a graduate class

step 2

[Please refer to Template 2: Faculty load]

Assign the classes to your department faculty keeping in mind the faculty development plans of
the department for each of the permanent faculty or probationary faculty. Include as well other
officially-recognized work assignments that might be assigned to the faculty member (e.g. 3 units
of research, 3 units of administrative work, etc.)
Note: The administration might consider assigning the teaching load to contractual staff not only
to avoid potential displacement but to free regular faculty members to upgrade their qualifications
and train contractual staff you are considering to eventually put in plantilla items.

Legend

Column

Description

Name of
Faculty

Name of faculty member

Class or Work
Assignment

Indicate the classes and sections assigned.

Multiple rows should be assigned for each faculty member, corresponding to the different
classes and work activities assigned to the faculty member.

Note that if the faculty member has other officially-recognized work assignments such as
administrative, research, or community extension work, indicate this here.
One class OR work assignment per row.

Equivalent
Load

Input the equivalent loads assigned to the faculty member for the given class/work
assignment.
After inputting all the class/work assignments for the faculty member, sum all units and
indicate this in the second to the last row (TOTAL).
Deduct the total equivalent load from the full-time load and indicate this gap in the last row.
Note that given the expected lower enrolment of students, please avoid overloading of
faculty beyond the standard full-time equivalent teaching load during the Transition Period.

sample template 2
1st Semester
Name of Faculty

Dela Cruz, Juan

Fontanilla, Alice

Class or Work
Assignment

Equivalent
Load

Psych 10
Psych 100
Psych 204
Research
Admin
Total
Gap

3
3
4.5
4.5
3
18
0

Psych 101
Comm Ext
Research

3
3
4.5

Total
Gap

10.5
7.5

In this SUC, a full load is equivalent to 18 units.

On the first semester, Juan Dela Cruz is assigned 2 undergraduate classes (Psych 10 and Psych 100)
and 1 graduate class (Psych 204). Mr. Dela Cruz also has administrative duties equivalent to 3 units
and research work equivalent to 4.5 units. Since these class and work assignments add up to a full
load of 18 units, Mr. Dela Cruz has a gap of 0 units and qualifies as a full-time faculty member.
Alice Fontanilla, on the other hand, is only assigned 1 undergraduate class (Psych 101), caused by
the decreased freshman enrollment in AY 2016-2017. However, she also has community extension
work equivalent to 3 units, and research work equivalent to 4.5 units. All in all, she has a total load of
10.5 units for the first semester. Thus, she has a gap of 7.5 units. The SUC may choose to find a way
to fill in that gap, or may also recommend Ms. Fontanilla for a Faculty Development Grant under the
CHED K to 12 Transition Program.

step 3

Legend

[Please refer to Template 3: DEPARTMENT Faculty Profile]

Identify the employment status, educational background, and recommended plans for each faculty
member.
Column

Description

Name of Faculty

Name of faculty member of interest

TIN

TIN Number

Age

Age of the faculty member

Birthday

Birthday of the faculty member

Full time / Part time

Use codes:
1 for full-time
2 for part-time

Tenure of
Employment

Use Codes:
1 for Permanent (i.e. cannot be terminated without cause)
2 for Probationary (appointment is periodic but faculty is on tenure
track, i.e. being considered for permanent position)
3 for Contractual

Position

1 for Instructor
2 for Assistant Professor
3 for Associate Professor
4 for Full Professor
5 for University Professor

Performance Rating (1)

(Rating Period:
Jan-June 2015)

5 for Outstanding
4 for Very Satisfactory
3 for Satisfactory
2 for Unsatisfactory
1 for Poor

Performance Rating (2)

(Rating Period:
July-Dec 2014)

5 for Outstanding
4 for Very Satisfactory
3 for Satisfactory
2 for Unsatisfactory
1 for Poor

Professional License

Use codes:
Y if faculty has a professional license for his/her discipline
N otherwise
NA if not applicable

Highest Educational
Attainment: Degree
Program

Indicate complete name of degree program

Status

Use codes:
1 for Ongoing (still with ongoing coursework)
2 for Ongoing (pending thesis/dissertation only)
3 for Completed
Use codes: see [Appendix A: CODE GUIDE FOR FACULTY
DEVELOPMENT GRANTS DURING THE K TO 12 TRANSITION
PERIOD]

Recommendation

NOTE: These codes are assigned with respect to the Faculty

Development Grants under the CHED K to 12 Transition
Program. If the faculty will pursue activities NOT related to
these grants, use one of the following codes: A1, A2, or A3 as
described in the code guide.

sample template 3
Name of Faculty

TIN

Age

M/D/Y

Last, Given, Middle

Dela Cruz, Juan
Fontanilla, Alice

Birthday

12345678
87654321

40
25

Full-Time or
Tenure of
Position
Part-Time Employment (use code)
(use code)
(use code)

4/19/1975
2/3/1990

1
2

1
3

3
1

Mr. Dela Cruz is a full-time, tenured Associate Professor. Ms. Alice Fontanilla is a part-time, contractual
instructor.
Performance
Rating (1)
Rating Period:
Jan-Jun 15

Performance
Rating (2)
Rating Period:
Jul-Dec 14

(use code)

(use code)

Educational Background
Professional
License

Baccalaureate

Masters

(use code)

Degree
Program

BA in
Psychology

MA in
Psychology

BS in
Psychology

MA in
Psychology

NA

NA

Doctorate

Degree
Status
Program (use code)

Degree
Program

Status
(use code)

Ph.D. in
Developmental
Psychology

In January to June 2015, Mr. Dela Cruz performance as a faculty member was Satisfactory, while Ms.
Fontanillas was Very Satisfactory. In July to December 2014, Mr Dela Cruz performance was Very
Satisfactory, while Ms. Fontanillas was Satisfactory. Neither have professional licenses.
Mr. Dela Cruz is a Masters degree holder who is currently pursuing his PhD degree, pending
dissertation only. Ms. Fontanilla still has ongoing coursework for her Masters degree.

AY 2016-2017
1st semester

2nd semester

Summer

Recommendation

Recommendation

Recommendation

(use code)

(use code)

(use code)

A1
A2

A1
B1B

E2
C1

During the 1st and 2nd semesters of AY 2016-2017, Mr. Dela Cruz will not be affected by the K
to 12 program at all. However, during the summer, he will not have any teaching load. Thus, the
department has recommended that he avail of the part-time Industry Immersion grant of the CHED
K to 12 Transition Program.
On the other hand, Ms. Fontanilla will be affected by the K to 12 program come 1st semester AY
2016-2017. However, the department has decided that Ms. Fontanilla will not be needing any aid
during this time. For the 2nd semester, the department has recommended that Ms. Fontanilla should
avail of the Scholarship for Graduate Studies of the CHED K to 12 Transition Program to complete
her Masters degree. In the summer term, the department recommends that Ms. Fontanilla should
take a full-time Research and Development Grant under the CHED K to 12 Transition Program.

FOR THE SUC PRESIDENT /

VICE PRESIDENTS FOR (1) ACADEMIC AFFAIRS
AND (2) ADMINISTRATION

step 1

If the SUC intends to offer Senior High School, accomplish [Template 4: Senior High
School Subjects]. This will help determine how many teachers will be needed in SHS. (The

step 2

Collate all submissions from the Departments and review their recommendations for faculty loading
and for the various faculty development programs of the CHED K to 12 Transition Program.

step 3

deloaded college-level faculty may be reassigned to SHS in the future.)

If needed, realign the recommendations from the departments with respect to overall strategic
directions of your institution and your institutional Faculty Development Plans, as well as the
forecasted demand for Senior High School subjects.

[Please refer to Template 5: SUC Faculty Development Plan]

step 4
Legend

Accomplish [Template 6: SUC Staff Development Plan] to assess if and how

the K to 12 Transition may affect staff members (e.g. researchers, administrative personnel,
etc.).
Column

Description

Name of Staff

Name of staff member of interest

TIN

TIN Number

Office

Office of the HEI where staff is assigned

Age

Age of the faculty member

Birthday

Birthday of the faculty member

Full time / Part time

Use codes:
1 for full-time
2 for part-time

Tenure of
Employment

Use Codes:
1 for Permanent (i.e. cannot be terminated without cause)
2 for Probationary (appointment is periodic but faculty is on tenure
track, i.e. being considered for permanent position)
3 for Contractual

Job Title

Job title of staff member

Salary Grade

Salary Grade of staff member

Performance Rating (1)

(Rating Period:
Jan-June 2015)

5 for Outstanding
4 for Very Satisfactory
3 for Satisfactory
2 for Unsatisfactory
1 for Poor

Performance Rating (2)

(Rating Period:
July-Dec 2014)

5 for Outstanding
4 for Very Satisfactory
3 for Satisfactory
2 for Unsatisfactory
1 for Poor

Professional License

Use codes:
Y if staff has a professional license for his/her discipline
N otherwise
NA if not applicable

Degree Program

Indicate complete name of degree program

Status

Use codes:
1 for Ongoing (still with ongoing coursework)
2 for Ongoing (pending thesis/dissertation only)
3 for Completed

Recommendation

Use codes: see [Appendix B: CODE GUIDE FOR

STAFF DEVELOPMENT GRANTS DURING THE K TO 12
TRANSITION PERIOD]
NOTE: These codes are assigned with respect to the Staff
Development Grants under the CHED K to 12 Transition
Program. If the staff will pursue activities not related to these
grants, use one of the following codes: A1, A2, or A3 as
described in the code guide.

CODE
GUIDE

Appendix A

FACULTY

FACULTY DEVELOPMENT GRANTS DURING

THE K TO 12 TRANSITION PERIOD

CHED Faculty Development Grants - K to 12 Transition Program - To provide assistance to higher

education institutions and personnel during the K to 12 Transition Period, from SY 2016-17 to SY 202021, the Commission on Higher Education (CHED) is in the process of developing grants and activities
that faculty who will either not have any teaching load or have reduced teaching load, can avail of
during said period.
Note: The policies for these programs are currently being finalized and will be released shortly. In the
meantime, State Universities and Colleges are urged to evaluate their overall faculty development plans
and reflect on how to leverage these opportunities to support faculty development, while upgrading
higher education quality, and supporting local, regional, and national development goals.
For FACULTY who will NOT avail of any of the Faculty Development Grants:

A1
A2

Faculty member will not be affected at all by the K-12 program in 2016-2018
Faculty member will be affected by the K-12 Program but does not need any of the support packages of the CHED K to 12 Transition Program
(e.g. Faculty member will avail of an existing Faculty Development Program of the SUC
or of a scholarship from another party, etc.)

A3

Recommendation withheld (to be used only for special cases)

A4

Faculty member will have a full teaching load in Senior High School of the SUC
(if the SUC is going to offer SHS)
For FACULTY who will potentially have reduced teaching loads and might avail of
any of the Faculty Development Grants:
I. Scholarships for Graduate Studies and Professional Advancement
This provides an opportunity for SUC faculty to upgrade qualifications through an
expansion of CHEDs current Faculty Development Program (FDP-Phase II):

B1A

Masters (Full-Time) - NEW

B1B

Masters (Full-Time) - ONGOING

Use this code if the faculty member will avail of the CHED K to 12 Transition Program
Scholarship to finish his/her Masters degree program. (This excludes faculty under the
current CHED FDP program or are funded by other sources.)

B2A

PhD (Full-Time) - NEW

B2B

PhD (Full-Time) - ONGOING

Use this code if the faculty member will avail of the CHED K to 12 Transition Program
Scholarship to finish his/her PhD degree program. (This excludes faculty under the
current CHED FDP program or are funded by other sources.)

B3

Professional Advancement (ie. Post-Doctoral Fellowships, Short-term Programs) - This

is for faculty with Masters or PhDs already, or whose disciplines do not necessarily
require PhDs (ie. professional programs).

FACULTY

Appendix A
II. Faculty Development Grants

During the Transition, faculty who will have reduced teaching loads can take the
opportunity to pursue activities in the following areas that can strategically (1)
improve quality of higher education, (2) support local communities and agencies,
(3) enhance SUC capacity, and (4) support K to 12 implementation. These activities
can be undertaken individually or as a group. Guidelines for these will be released.
Note

C1

(Full-Time)

C2

(Part-Time)

D1

(Full-Time)

D2

(Part-Time)

E1

(Full-Time)

E2

(Part-Time)

F1

(Full-Time)

F2

(Part-Time)

G1

(Full-Time)

H1

(Full-Time)

H2

(Part-Time)

I1

(Full-Time)

I2

(Part-Time)

These activities can be undertaken as Full-Time or Part-Time per

semester. The assumption is those who will opt for the PART-TIME
options are faculty who will have partial teaching loads, whether
in college or Senior High School.
Further, part-time grants may be combined (for example: C2+D2),
but only a maximum of two (2) per semester or term. This also
assumes that when two (2) part-time grants are indicated, said
combination is equivalent to a full load for that semester.
Research and Development
Opportunities to conduct applied research, whether individually or
as part of joint research programs, as well as to participate in research
mentorship and training initiatives. This includes development
of instructional materials, publications, as well as other forms of
scholarly and creative work.
Community Service and Extension
Opportunities to work with local communities, local government units,
and civil society organizations to apply their expertise and research to
solve real life problems;
Industry Immersion
Opportunities for short-term engagements in partner industries, that
can inform and enrich their instruction, helping ensure that classroom
learning is relevant and grounded in current practice;

Production and IGP

Opportunities to explore and develop relevant sources of income,
creating a venue to apply research and technologies developed in the
university;
Local Faculty Exchange
Faculty from SUCs can participate as visiting professors (for a semester)
in other regional universities to deliver graduate education programs
in priority areas/disciplines where there is a lack of graduate education
providers;
Support to K to 12 Implementation
Supporting the full roll-out of K to 12 especially Senior High School
(SHS) through possible partnerships with local K to 12 Schools: ie., for
Senior High School, or for early childhood education (Pre-Kinder and
Kinder);
Continuing Professional Education (CPE)
Faculty will be given the opportunity to participate in modules/trainings
for updating on teaching strategies in the revised GE curriculum,
learner-outcomes based teaching, use of technology in the classroom,
etc., in time for full implementation by June 2018.

CODE
GUIDE

Appendix B

STAFF

STAFF DEVELOPMENT GRANTS DURING

THE K TO 12 TRANSITION PERIOD

CHED Faculty Development Grants - K to 12 Transition Program - To provide assistance to higher

education institutions and personnel during the K to 12 Transition Period, from SY 2016-17 to SY 202021, the Commission on Higher Education (CHED) is in the process of developing grants and activities
that staff who will either not have any or have reduced workload can avail of during said period.
For STAFF who will NOT avail of any of the Staff Development Grants:

A1
A2

Staff member will not be affected at all by the K-12 program in 2016-2018
Staff member will be affected by the K-12 Program but does not need any of the support
packages of the CHED K to 12 Transition Program
(e.g. Staff member will avail of an existing Staff Development Program of the SUC or of
a scholarship from another party, etc.)

A3

Recommendation withheld (to be used only for special cases)

A4

Staff member will have a full work assignment in Senior High School of the SUC (if the
SUC is going to offer SHS)

For STAFF who will potentially have reduced teaching loads and might avail of
any of the Staff Development Grants:
Scholarships for Graduate Studies and Professional Advancement
This provides an opportunity for SUC staff to upgrade qualifications:

B1A

Masters (Full-Time) - NEW

B1B

Masters (Full-Time) - ONGOING

Use this code if the staff member will avail of the CHED K to 12 Transition Program
Scholarship to finish his/her Masters degree program. (This excludes staff who are
availing of grants from other sources.)

B2A

PhD (Full-Time) - NEW

B2B

PhD (Full-Time) - ONGOING

Use this code if the staff member will avail of the CHED K to 12 Transition Program
Scholarship to finish his/her PhD degree program. (This excludes staff who are availing
of grants from other sources.)

B3

Professional Advancement (ie. Post-Doctoral Fellowships, Short-term Programs) - This is

for staff with Masters or PhDs already, or whose disciplines do not necessarily require
PhDs (ie. professional programs).
Others - During the Transition, staff may opt to work with faculty members who
choose to pursue activities under the CHED K to 12 Transition Faculty Development
Grants. This may include providing support to initiatives in research and development,
community service and extension, etc.