Flipped classrooms, in which students engage with the materials before the class and use face-to-face time for more interactive and personalized learning activities, have become increasingly popular in recent years. While this approach has the potential to improve student learning and engagement, it also requires teachers to have effective tools for managing and supporting self-regulated learning (SRL). One such tool is the teacher dashboard, which provides teachers with real-time data on student progress and allows them to monitor and provide feedback to students learning in a flipped classroom. In this project, we followed a teacher-centered approach to design a teacher dashboard adapted to flipped classroom context that presents university-level teachers with informa- tion on students’ SRL behaviors and incorporate a novel clustering pipeline identifying learning behaviors patterns. This approach allows for a better understanding of teachers’ requirements for flipped classes in terms of data and visualizations in order to design a dashboard tailored to their actual needs. We derived the requirements from 10 teacher interviews; then, ran a large-scale study with 92 teachers to test educators’ visual design preferences. Next, we improved the prototype design iteratively with seven teachers and evaluated the tool with ten distinct teachers for clarity, usefulness and actionability.