This study describes the implementation of coaching-based academic supervision to improve teacher competence at SMPN 2 Saluputti, Tana Toraja. It employed a descriptive qualitative method involving one vice principal as the coach and three teachers as coachees. Data were collected through observation, interviews, documentation, and field notes across three cycles. The findings show that supervision implementation increased from 60% to 95%, while teacher competence scores rose from 80 to 95. TIRTA- model coaching also strengthened teacher reflection and reduced implementation barriers through contextual adaptation.