The competence of Raudhatul Athfal (RA) teacher in preparing the Weekly Learning Implementation Plan (RPPM) and Daily Learning Implementation Plan (RPPH) is still not maximized, understanding of the provisions for the preparation of RPPM and RPPH is still low. Learning has not been structured, detailed, traced and in accordance with the latest curriculum developments, namely the revised 2013 RA curriculum. Through the act of academic supervision, it is expected that teachers will be able to prepare RPPM and RPPM. The main duties and functions of supervisors include providing guidance to teachers in the form of academic coaching that supports the implementation of the learning process. Through the process of academic supervision, teachers are fostered to be able to prepare RPPM and RPPH in accordance with the 2013 curriculum systematics, so that the quality of learning increases. The purpose of this coaching is that teachers are able to prepare RPPM and RPPH so that the quality of learning can be improved. The guidance of RA teachers in preparing RPPM and RPPH was carried out in the target area of Cibeunying District, Bandung City, with a total of 20 (twenty) teachers. Activeness in participating in teacher training 87.5% (high) to 97.5% (very high) increased by 8%, Cooperation in groups from 90% (high) to 97.5% (very high) increased 6%, and courage to make presentations from 85% (high) to 95% (very high) increased by 8%. In the second cycle the teacher's ability to implement RPPM and RPPH in the implementation of mastery learning of opening lessons, using learning methods/models and closing lessons/evaluations has increased. The conclusion of this research is that through the development of academic supervision, teacher competence in the preparation of RPPM and RPPH increases, and the quality of learning increases.   Keywords:  teacher development; academic supervision; RPPM and RPPH; learning quality.