<![CDATA[General Background Successful policy translation relies heavily on educators converting conceptual documents into planned, relevant, and measurable learning experiences. Specific Background Within private Islamic educational institutions at the district level, educators face the complex necessity of integrating competency targets, local contexts, and religious values, which demands robust instructional comprehension. Knowledge Gap Although previous empirical literature consistently links instructional comprehension to teacher performance, studies explicitly addressing this dynamic within the specific institutional context of private madrasahs remain relatively limited. Aims This simulated explanatory quantitative study evaluates the relationship between teachers' pedagogical comprehension and the delivery of an outcomes-oriented educational framework at MTs Al-Khoiriyah. Results Data collected from 24 participants demonstrated high categories for both instructional comprehension (M = 81.12) and delivery quality (M = 83.71), with simple linear regression indicating that educator knowledge significantly accounts for 59.6% of the variance in successful classroom translation. Novelty This investigation distinctly identifies formative evaluation and diagnostic follow-up as the lowest-performing dimensions despite overall high competency, offering a nuanced diagnostic mapping of local institutional readiness. Implications Institutional leaders must shift professional development from general policy socialization toward collaborative, evidence-based practices and strengthen academic supervision to ensure consistent alignment between learning objectives and assessments. Highlights Instructional comprehension significantly explains nearly sixty percent of successful policy translation within classrooms. Formative evaluation and diagnostic follow-up emerge as critical areas requiring targeted institutional support. Shifting professional development toward collaborative practices ensures consistent alignment between learning objectives and assessments. Keywords Instructional Comprehension; Policy Translation; Learning Outcomes; Formative Evaluation; Academic Supervision]]>
