Use the actual proposed activities and relevant records of the applicant’s knowledge, with clear responsibilities and dates.
Separate a plan from completed teaching
Identify what has already occurred and what remains proposed. Explain the knowledge involved rather than relying only on a training calendar. Preserve the applicant’s genuine contribution and avoid attributing the successor’s later work to the applicant.
A transition plan describes what is intended, while records such as documentation the applicant personally wrote, questions the applicant answered, or sessions the applicant conducted describe what the knowledge transfer actually consisted of, and the difference between the two matters to a reviewer. Where a successor's competence measurably improves over a period, that improvement alone does not show which parts came from the applicant rather than from other training, independent study, or general experience on the job, so a direct link between a specific session or document and a specific skill gained is more useful than a general timeline. A short statement from the successor describing what was learned and from whom can supplement the applicant's own records without replacing them, particularly where formal documentation of individual sessions was never kept in the first place.
Distinguish material the applicant is teaching from material the successor is expected to develop independently afterward, since crediting the applicant with skills the successor built on their own overstates the handover that has actually taken place.