The school reopening debate has reached an inflection point as districts weigh both the safety and learning implications of returning to in-person education this fall. Challenges with transitioning to distance learning during the spring made it clear that teachers, parents and students needed more and different resources to make supportive, developmentally-appropriate distance learning accessible for all students during this crisis. The Southern Education Foundation (SEF) first sought to understand how districts were meeting the needs of their most vulnerable students and published the issue brief, "Distance Learning during COVID-19: 7 Equity Considerations for Schools and Districts" (ED605744). They then looked at 48 districts across 20 states and developed the Distance Learning Equity Dashboard (DLED) to track, across 20 indicators, how districts were providing academic, social-emotional and other wraparound support to students, as well as how they were supporting teachers and parents in navigating the transition to distance learning. They found that districts were taking thoughtful steps toward expanding distance learning supports; however, reopening plans varied in their attention to teachers' needs. Research has shown that teachers become more effective when they have collegial, supportive work environments with opportunities for peer collaboration, professional learning, and meaningful coaching and mentorship. These factors also play a role in teachers' decisions to stay in or leave the profession. SEF sought to understand the extent to which reopening plans addressed these factors and identified five key ways schools and districts can support teachers as they head into the next school year. This brief provides recommendations for state and local policymakers and administrators to consider to help teachers show up this school year as the healthy, skilled, well-resourced professionals students need in this critical moment.