<![CDATA[This study aims to describe the principal's efforts in improving English teachers’ teaching skills through clinical supervision at MTsN 10 Aceh Utara. The background of the study is rooted in the crucial role of school principals in fostering teacher professionalism to ensure more effective, interactive, and modern teaching processes. This research adopts a descriptive qualitative approach using the Miles and Huberman model of data analysis, including data collection, reduction, presentation, and conclusion drawing. Data were collected through interviews, observations, and documentation, with key informants consisting of the principal, English teachers, and the vice principal for curriculum affairs. The findings reveal that clinical supervision is carried out in three stages: planning, implementation, and evaluation/follow-up. In the planning stage, the principal develops a supervision schedule, identifies teacher needs, and determines success indicators. During the implementation phase, the principal conducts classroom observations, reflective discussions, and provides constructive feedback. The evaluation and follow-up stage includes training sessions, continuous mentoring, and regular monitoring and assessment. Clinical supervision has been proven to have a positive impact on enhancing pedagogical competence, optimizing the use of innovative teaching media, and improving teacher-student interaction. This study recommends the continuous implementation of clinical supervision as a strategic approach to support professional development for teachers in madrasahs.]]>
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