<![CDATA[Educational supervision planning is a strategic stage that determines the effectiveness of supervision implementation in improving instructional quality and teacher professionalism. This study aims to describe the practice of educational supervision planning at UPT SPF SD Inpres Minasa Upa. The study employed a qualitative approach with a descriptive design. Data were collected through observations and interviews with the school principal as the primary informant. The analysis focused on five key aspects of supervision planning: goal formulation, needs identification, action plan development, activity scheduling, and stakeholder involvement. The findings indicate that supervision goals are formulated participatively through teachers’ meetings by referring to the applicable curriculum and instructional standards. Needs identification is conducted through communication and coordination between the principal and teachers; however, it is not yet supported by a structured needs assessment instrument. The supervision action plan includes socialization, classroom observation, and follow-up activities through post-supervision briefings, although its documentation has not been systematically organized. Supervision scheduling is carried out flexibly by considering school conditions and teacher readiness while still adhering to the established plan. Stakeholder involvement in supervision planning is largely limited to internal school teachers, whereas the participation of external stakeholders, such as school supervisors, remains suboptimal. This study concludes that supervision planning at UPT SPF SD Inpres Minasa Upa demonstrates participatory communication and effective coordination. However, further improvements are needed in data-based needs assessment, supervision documentation, and the involvement of external stakeholders to enhance the effectiveness of educational supervision and support continuous improvement in instructional quality]]>
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