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The 2013 Curriculum requires teachers to carry out integrative thematic-based learning and science-based learning approaches. Teacher's pedagogic competency takes priority because it is related to curriculum development, learning processes, and understanding students. Teachers can use character education spontaneously in each teaching and learning process, and students can fulfill competencies. The academic supervisions, supported by principals who are professionally conducted and directed to the right targets, are performance, aspects of personality, work environment, and a sense of teacher’s responsibility. Thus, the principal is able to realize his function in a process of improving teacher’s quality through activities that emphasize self-achievement, growth, and development. The purpose of this study is to describe and analyze the teacher’s pedagogical competency in curriculum implementation through supported academic supervision. The research method is descriptive qualitative transferring 100 teachers. The data were collected and analyzed from the academic supervision instruments carried out by the principal. The result of this study showed that the teacher’s pedagogical competence and academic supervision are carried out together so that the improvement of teacher performance will be good to improve the implementation of the 2013 curriculum.

Teacher’s Pedagogic Competency: Implementation of 2013 Curriculum through a Sustainable Academic Supervision