The Égaliscore is a tool created by a working group from the Academy of Versailles to assist physical education teachers in evaluating their practices for equality between girls and boys. It uses concrete data to help teachers identify areas they might not have noticed, without judgment. The goal is to empower teachers to use their expertise in creating a culture of equality. The tool is designed to be adaptable, transferable to other subjects and issues, and provides teachers with the tools needed for effective pedagogical strategies. The initiative includes a hybrid training approach that combines online self-assessment with in-person discussions. This method avoids moralizing and instead focuses on factual data. It starts with everyday classroom situations, such as group composition, feedback, space usage, and how students interact. The aim is to analyze these situations and understand the mechanics of teaching without making moral judgments. The approach emphasizes working with the familiar and routine aspects of teaching to better understand the interactions with students. The working group identified ten professional practices, which are not ranked, allowing teachers to choose two or three that seem most accessible. The process involves teachers first assessing their own practices, then collecting data using simple tools. These equality indicators are compared to the initial self-assessment, revealing any gaps. This data is then used in in-person discussions with peers to develop teaching strategies and recommendations, which are not imposed but rather collaboratively developed. The Égaliscore is designed to be non-judgmental. It shifts the focus from discussions about values to the analysis of numbers. The tool looks at the mechanics of teaching and learning rather than the personal ethics of the teacher. The self-assessment is done individually or in teams, without any hierarchical pressure, creating a safe space to examine potentially uncomfortable data. One of the most discussed examples is weight training. Some practices are agreed upon once the data are clearly presented, while others are not. Although no one disputes the physiological facts, the goal is to reflect on and analyze practices in terms of social and cultural expectations around bodies. The shift occurs when some reactions justify differences in teaching based on cultural arguments rather than physiological ones. The most common finding in the first year was a gap between the ethics teachers claim to follow and the reality of their actions. The analysis of observable data reveals a system of unconscious habits rather than ideological sexism. Reactions are often driven by surprise, stemming from the dissonance between intentions and the numbers. Discomfort is usually subtle, as physical education teachers, often described as "field engineers," primarily seek practical tools to act quickly. The approach is rarely contested because it is based on field data. One concern is that the first group of users was made up of volunteers already interested in the topic. The real test will come when the tool is widely used. While gender equality is included in university training, it often stops at providing knowledge, which is insufficient. Future teachers may not be well-equipped to interpret the social dynamics in the classroom. Physical education is a discipline where social differences are often expressed with strong symbolic meaning. Teaching that allows a sociological understanding of the classroom could prevent young teachers from naturally accepting differences. In continuing education, the risk is treating equality as a separate topic. The need is to integrate it into all aspects of training. For example, during a swimming training session, the content and methods used by the trainer must include the dimension of equality and be considered through this lens. Developing the training of trainers and educators in gender equality is a separate challenge to ensure the topic is woven throughout all training and that the role of EFG reference in schools becomes a daily reality in all classes and subjects. Gender equality between girls and boys must be viewed as a broader project, considered as a transversal and systemic element rather than a single task to complete. This requires training trainers and educators, connecting different training programs, and ensuring the role of EFG reference in schools is a daily reality in classes across all subjects.