The use of learning analytics dashboards (LADs) is steadily growing. While they are implemented for a number of different purposes, their design process is often data-driven, and only some concepts are based on pedagogical theories (1). In the project “tech4comp – Scalable Mentoring Processes for Personalised Development of Student Competences”, we aim at using LADs in the didactical context of mentoring, which we view as a framework for individual and personalized assistance in acquiring knowledge, providing emotional support and supporting career planning (2). To guide our own design process, we started with an exploratory survey of learners’ and teachers’ expectations of an LAD. In our paper we summarize the results of our exploratory surveys, compare them to current LAD research and give insights into our design process for an LAD that integrates learner and teacher needs equally.