This study aimed to identify best practices for collecting and reporting state teacher supply and demand data. The study examined data systems for monitoring teacher demand and supply data, such as district position vacancies by certification area, candidate recruitment, and the performance and productivity of educator preparation programs. Information on supply and demand data systems best practices was collected through a literature review and interviews with a convenience sample of five West Virginia educator preparation programs and three teacher residency programs from across the country. The study found that effective state data systems tracked school district-level teacher certification areas in which there were shortages and overages of graduates and shared these data with the state's educator preparation programs. Other key data included measures of educator candidate diversity and quality, the quality of educator preparation programs, program graduate placement and effectiveness as teachers, and their retention in school districts and the teaching profession. The study highlights data system recommendations from the Council of Chief State School Officers and the National Council on Teacher Quality. Implementing high-quality teacher supply and demand data systems provides states with an effective tool for addressing teacher shortages. The report's appendices include examples of data reports from Colorado, Illinois, and Virginia.