This study investigated teacher-facing Learning Analytics Dashboard (LAD) effectiveness by examining interaction processes and their impact on student learning behaviors and outcomes. A case study was conducted with one teacher and 17 high school students over 26 World History classes using B-QUBE digital learning platform and Activity Monitor dashboard. Lag Sequential Analysis examined behavioral relationships between teacher LAD interventions and student learning activities. Results showed teachers primarily engaged in class-wide learning data confirmation, which served as a powerful classroom orchestration tool facilitating learning phase transitions. Students were categorized into high attention and low attention groups based on teacher monitoring frequency. High attention students achieved significantly better post-test performance and demonstrated more complex learning patterns, such as using handwriting notes to summarize and summarize materials. This study innovatively integrated teacher LAD usage data with student learning data, providing empirical evidence for how teacher-facing LADs influence learning processes. [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (22nd, Porto, Portugal, November 1-3, 2025)," see ED677812.]