The proper tools can empower teachers to adapt, innovate, and skillfully run inquiry-based activities in their classrooms. Such tools gain further relevance when teachers are involved in their design. In this talk, I reflect on insights gained from co-designing teacher tools for the Web-based Inquiry Science Environment (WISE, wise.berkeley.edu). I describe strategies adapted from various design fields to engage teachers in critiquing, annotating, and customizing tools that harness data logged from new technologies and provide actionable insights into guiding student learning. Exploratory analyses of video, screen recordings, and artifacts generated across multiple professional development workshops contribute design insights for technology-enhanced science inquiry learning environments. They also highlight co-design as a context in which both teachers and researchers can better understand what each values about inquiry-based teaching and learning—an understanding that is critical to guiding teachers' to grow in their practice.