In this study, I explore a time when I crafted a philosophy of practice (PoP) to inform team-teaching encounters. I articulate my experience through a blended auto-ethnographical account. I propose that integrating an intentionally designed PoP for team-teaching aids in uncovering group-based responsibilities, opportunities, and limitations. The results informed the crafting of a four-staged, practitioner-based model and toolkit, helping to create a framework to establish and/or evaluate team-teaching. I make specific recommendations, affording solutions in the domain of team-teaching as an evolving practice.