This article examines a school district's effort to create a unified culture of mathematical excellence through which everyone would know what high-quality instruction should look like and how they would shift their practices to those that aligned with their vision. This is accomplished through their Mathematics Teaching Practices Inventory (MTPI), based on the National Council of Teachers of Mathematics' (NCTM) mathematics teaching practices (MTPs). Teachers are asked to self- reflect on each MTP and categorize them as either an area of personal strength or as an area for improvement. Teachers individually identify areas they would like to improve upon in their upcoming school year. As a team of teachers, they can discuss what might be a collective area for growth. This aligned effort helps teachers feel less overwhelmed by the directions they are typically pulled into.