To improve clinical teaching skills, feedback on teachers' strengths and weaknesses needs to be reliable, timely, and relevant. To provide timely feedback we undertook development of an analytical dashboard to provide learner feedback to our faculty. As dashboard data displays are limited we performed a modified Delphi (mDelphi) method to determine what feedback would be preferred by our faculty. Our study was used to develop a group consensus of how our faculty's teaching effectiveness data should be presented on an online electronic dashboard to support their needs. A working group of junior and senior faculty, a resident and fellow were asked to provide topics that provided formative and summative feedback for our faculty. Thirteen topics were identified and these were used in a mDelphi process to choose 4-5 topics which were relevant to faculty and be able to be displayed on a faculty facing dashboard. Two rounds of the mDelphi were performed using faculty experts in education of varying levels of experience. The first round of the mDelphi identified ten topics which were given high priority by our experts and the other three were discarded. In the second and final round four topics were given the highest importance for inclusion on the faculty dashboard. Our study identified 4 high priority topics for a faculty teaching scorecard. This study showed that anesthesiology faculty prefer topics relevant to formative rather than summative assessment with an emphasis on benchmarking to other faculty with the goal of improving teaching effectiveness.