Learning technologies are widely used in K-12 classrooms but often fall short in meeting teachers’ needs. This study employs a multi-method, human-centered approach to design teacher support for WearableLearning (WL), a learning technology for math and computational thinking through embodied learning. We began with a survey of 52 K-12 teachers to assess how the learning technologies they use in their classrooms support or fail to support them. We identified eight areas where learning technologies offer support and five areas where they lack support, and used these insights to inform the design of a preliminary teacher dashboard for WL. We conducted two rounds of interviews with three teachers to refine the design through iterative feedback. Finally, we administered a questionnaire to eight pre-service teachers to further explore teacher needs. This process resulted in a low-fidelity teacher dashboard prototype, which will undergo cognitive walkthroughs in future work. The findings from our study can be used to better design teacher support in learning technologies.