Following collaborative discussion and an initial literature review, a small group of college educators from three Canadian provinces, occupying roles at the micro, meso, and macro levels of their respective institutions, identified the need to develop a tool that considers institutional context in both determining the state of, and preparing for the advancement of, the state of the Scholarship of Teaching and Learning (SoTL). Further exploration into both the literature and our own experiences revealed that the state of SoTL within a particular institution seems to rely less on its categorization as a, for example, college, university, or technical institute, and more on the intricate web of factors that constitute the institution's context. While other researchers have put forth this call to consider institutional context to determine support for SoTL practices and processes, a detailed process or tool for doing so was not apparent. Adopting Bolman and Deal's (2008) framework for organizational structure, and combining this with data-gathering processes popularized by Smith's (2005) institutional ethnography, as well as a series of guiding questions, our tool represents an initial step in systematically representing SoTL-enabling and impeding artifacts commonly found in post-secondary institutions. Assuming SoTL leaders modify this tool based on their own entry points, a call is put forward to the Canadian post-secondary SoTL community to field-test the tool in order to facilitate reflection upon how a variety of factors encourage and impede SoTL advancement at our unique institutions, the interconnections between these factors and how we might use these to solve the pedagogical problems we face.