Abstract: The study explored how instructional supervision is coordinated as a multi-level leadership system within the 2023 Competence-Based Curriculum implementation in Tanzania. A qualitative multiple-case study design was used, informed by Instructional Leadership Theory, Developmental Supervision Theory, Situated Learning Theory and Communities of Practice Theory. Data were collected through semi-structured interviews and analysed using reflexive thematic analysis. The findings revealed that instructional supervision is evolving from a compliance and inspection-based approach towards a more developmental and collaborative approach, involving coaching, mentoring, reflective conversations, teaching demonstration and feedback provision to support teachers’ professionalism for effective curriculum implementation purposes. However, coordination of supervision practices across educational levels remained limited, while resource constraints, heavy administrative workload, transport challenges and inadequate follow-up restricted instructional supervision effectiveness. Drawing from these findings, the study proposes a Multi-Level Instructional Supervision (MLIS) Framework, which conceptualises supervision as a coordinated leadership system integrating developmental supervision, situated teacherlearning, and collaborative professional practice in a social setting. The study extends understanding of instructional supervision beyond conventional inspection-oriented practices and offers practical guidance for strengthening instructional leadership, continuous teacher professional learning, situated professional learning during competence-based curriculum reforms in Tanzania and comparable educational contexts.