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During the interview process, principals and teachers were asked what advice they would offer to schools based on their experience with gender equity reform. Many of the insights offered by them are summarised below as key considerations when carrying out a gender equity needs analysis and planning school based action.

• Ensure data are gathered for a purpose ... to find out what you need to know in order to act.

• Gather data from the earliest years of school to the final years.

• Utilise existing opportunities to provide a starting point or an impetus to data gathering and planning programs ... for example, State or system level policy; school level review and planning; information from conferences or seminars.

• Value student knowledge and perceptions as a source of data for understanding gender issues.

• Value teacher knowledge as a source of data for understanding gender issues and for developing strategies

• Provide for, and value, parent input and concerns.

• Recognise that students are not a homogeneous group. Any needs analysis should ensure that the needs of different groups are considered.

• Use a variety of data gathering strategies

  ... observations

  ... existing records

  ... forums

  ... simple surveys

  ... talking informally to staff, students, parents

  ... formal interviews

  ... samples of student work

• Keep data gathering simple, easily manageable.

• Interrogate all data ... look beyond the obvious, for example, ask: 'What does this mean?' 'Why is it so?' 'What else do we need to know?'

• Seize opportunities for research, for example, support staff or outsiders doing further studies, or participate in State or national projects.

• Ask, of every new initiative: `What's gender got to do with it?'

  `How does/will it affect girls? How does/will it affect boys?'

  `What does it tell us about boys'/girls' needs?'

  `Which groups of girls and/or boys benefit?

  'Which groups are disadvantaged?'

• Be informed on gender issues in education, provide leadership and support-the role of the principal or of other key staff is very important.
  WHEN PLANNING PROFESSIONAL DEVELOPMENT ...

• Provide whole staff professional development so that everyone has the opportunity to have a common understanding, for example, the relationship of gender and violence, the intersection of gender and culture or gender and socio-economic status.

• Aim to change practice ... attitudes follow, for example, implement a discipline policy which takes account of the construction of gender.

• Encourage professional reading ... use articles of current research and topical interest as the basis of staff meeting discussion, or circulate to staff.

• Changes to structures are not enough ... staff awareness of gender issues is crucial to success. For example, just dividing the students into single sex classes won't be effective unless teaching and learning strategies are also changed and parents and staff understand the rationale behind the strategy.

• Management level support/initiative is crucial to success.

• Have a `top down/bottom up' approach ... work with/listen to and involve both staff/parents ... and students.

• Recognise that not every member of staff is at the same starting point with regard to their understanding of gender issues.

• Work collaboratively with other interested staff ... others will follow. For example, support individual or group initiatives and publicise positive outcomes.

• Keep action manageable ... concentrate on a few selected areas across the school.

• Be prepared to change, to re-think directions if things don't seem to be working as planned.

• Take risks ... attempt the `high jump' ... don't be so afraid of failing you won't try something new.

• Prioritise existing resourcing to support initiatives ... integrating gender issues into all planning and development often eliminates the need for extra funding.

• Support teachers in action research ... for ownership, for relevance, for change.

• Involve parents ... parental understanding and support will help the school to achieve more.

• Investigate and use the material resources that have recently been produced for both classroom and professional development by the system, or nationally (refer to References and Recommended Reading). These can provide a springboard from which good teachers will develop curriculum to suit their specific needs.

• Start from the earliest years to develop students' critical understandings of gender construction.

• Consider structures and strategies that may be needed for specific groups of the school population for example, the middle years, different cultural groups.

• Use specific programs to focus on gender but also integrate issues across all areas of the curriculum.

• Reactive strategies are sometimes necessary for survival ... as well as proactive strategies for development and change.

• Take opportunities as they happen ... for example, it is critical to do something constructive about put-downs in the classroom `then and there'.

• Integrate gender issues and think inclusively when curriculum units are being developed.

• Take a critical literacy approach ... have students analyse texts, TV shows, advertisements, newspaper reports etc.

The diagram in the following section provides a summary of finding out, action and review processes that schools might consider when planning a gender equity needs analysis.