This study attempts to define conditions under which a teaching device assessment procedure could improve teaching practices and ideas. These teaching devices define the real curriculum planned – more or less consciously – by each school team. The study concerns a teacher training session focused on the development of a teaching evaluation process with the teachers. The research – based on a questionnaire – demonstrates three advantages of this approach: teachers remain involved in the evaluation process; they try to better adapt their devices to the different students; they focus on more efficient practice. As a result, this teacher training scheme seams to enhance the teaching quality.