Analysis of teacher-to-teacher talk provides researchers with useful information regarding the teaching profession and teachers' perspectives. This article provides a description of a method, with accompanying example, examining teacher-to-teacher talk by incorporating semantic modality and examining trends of its usage in a quantitative manner. Analysis of the example presented showed a tendency for teachers to use normative and probability modality, signaling a prevalence of assertions concerned with normative ways of teaching. The example analysis provides a replicable framework for other researchers to apply and adapt the analysis method described. Specifications and discussion of this method are provided in detail. (Contains 4 tables.)