This study examined the relationship of instructional supervision and innovative pedagogy in the building of capable classroom executives in public schools. It assessed the level of supervisory practices in terms of clinical, developmental, differentiated, scientific, humanistic, and integrated supervision, pre-observation, actual observation, and post-observation processes. It evaluated the extent of innovative pedagogy utilization in terms of technology integration, differentiated instruction, contextualized and localized learning, and collaborative and inquiry-based learning. Moreover, the study determined the capability of classroom executives in terms of instructional competence, classroom management, reflective practice and decision making, pedagogical knowledge, and professional commitment. Using a descriptive-correlational research design, data were collected from teachers through a validated survey instrument and analyzed using mean and Pearson correlation. Results revealed that most instructional supervision practices and innovative pedagogical approaches were highly practiced/utilized. Innovative pedagogy was found to have significant positive relationships with instructional competence, classroom management and reflective practice with the strongest association in collaborative and inquiry-based learning. However, weaker or non-significant relationships were observed in pedagogical knowledge and professional commitment. Notably, some of the supervisory practices, especially pre-observation, were negatively or non-significantly associated with some capability domains, despite being widely practiced. This suggests that frequency of implementation does not necessarily translate into effectiveness and some supervisory processes may be more compliance than development focused. The study concludes that while instructional supervision is widely implemented, its effectiveness depends on the quality, depth and alignment of its iv practices. Innovative pedagogy plays a significant role in enhancing teachers’ instructional and reflective capabilities. It is recommended that school leaders adopt a more integrated and developmental approach to supervision and strengthen the meaningful implementation of innovative teaching strategies to improve both teacher capability and student learning outcomes.