In this study, I explore my lived experience to evaluate an established team-teaching artefact. I achieve this by implementing an adapted meta-synthesis of retrospective, published individualised and co-authored autoethnography (MICA) methodology. The MICA framework was first penned by Hughes and Pennington (2021), which I adapt to determine the efficacy of a teacher-scholarship artefact, which was created to advance team-teaching practice. In this paper, I display how I evaluated the artefact's usefulness, highlighting particular areas for improvement. While MICA is known as an innovative research methodology, applying it to inform teacher-scholarship artefact making remains modest. The study's findings expand innovative methodological approaches in the scholarship of teaching and learning through autoethnography.