AddressLivingstone Primary School is situated in Vermont South in the eastern suburbs of Melbourne. Since its opening, it has established a proud history of providing high quality education to students from differing backgrounds with a range of educational needs and abilities. The school is set in a peaceful environment of natural, landscaped grounds and spacious sporting fields.
Livingstone Primary School is an integral part of the community, close to a sports stadium, municipal library, childcare centre, community house, aged care residence and shopping centre. Since its establishment, the school has developed, and maintains, an excellent reputation in the community. This active involvement in the community, and by the community, is reflected in joint developments in conjunction with the City of Whitehorse.
The school motto, "Linking the Community Through Learning", reflects these strong community links and is observed in the provision of a caring, encouraging and attractive learning environment where programs are engaging, purposeful and appropriately challenging.
Livingstone Primary School provides a broad and engaging curriculum, that meets and extends our students' academic talents, as well as meeting their social and emotional learning needs. It recognises that, in the pursuit of excellence, all students are individuals entitled to equal opportunity, a positive learning environment and on-going support to enable them to realise their fullest potential - intellectual, personal, physical, creative, social and vocational. All classes are set up as safe, supportive and inclusive learning environments.
We create exciting opportunities which foster a love of learning and promote a curious and creative mindset. Students are active and engaged learners who participate positively in school and community life. Such an environment can be developed when based on the value of mutual respect, shared responsibility and cooperation between staff, students and parents.
Although our school motto for the students is simple, 'Linking the community through learning', our school community members work towards instilling, and celebrating, the following values at all times. Respect
- is about being honest, fair and showing understanding.
Optimism
- is the skill of looking at the glass half full and not half empty.
It is about being hopeful and confident about the future or the success of something. Integrity
- is understanding the difference between 'right' and 'wrong' and having a strict determination to always 'do the right thing'.
Pride
- is all about having a sense of one's own dignity or value.
It's about self-respect. Responsibility
- is when you are responsible for someone or something.
It may be a duty, an obligation or potentially even a burden.
The 2024 class structure comprises of thirty-nine class groups, consisting of four Foundation, four Year 1, four Year 2, four Year 3, five Year 4, three Year 5 and five Year 6 classes. Our school has no composite classes.
The school's leadership team consists of a Principal, two Assistant Principals, two Learning Specialists, two Leading Teachers, and the Business Manager.
The School Council operates effectively and is complemented by supporting sub-committees. The Parents Association facilitates further opportunities to partner with our school community by organising a range of activities to support both fundraising and a greater sense of community within the school.
(a) Vision and values
Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.
(b) Teaching and Learning
Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
(c) Improvement, Innovation and Change
Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
(d) Management
Demonstrated capacity to ensure that the school's human, physical and financial resources are efficiently allocated and managed.
(e) Development
Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.
(f) Engagement
Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.
The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community.
At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.
The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies. A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.
The core accountabilities of all principals are to:
- ensure the delivery of a comprehensive education program to all students
- be executive officer of the school council.
- establish and manage financial systems in accordance with the Department and school council requirements.
- represent the Department in the school and the local community.
- implement decisions of the school council.
- contribute to system-wide activities, including policy and strategic planning and development.
- manage and integrate the resources available to the school.
- appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.
- report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.
The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
To be eligible for appointment as a principal a person must either already be a Principal or have met the Victorian Aspiring Principal Assessment (VAPA) requirement as follows:
- For principal positions advertised between 1 August 2021 and 31 December 2021 a person will be required to have registered to undertake the VAPA before being appointed to a principal position.
- For principal positions advertised on or after from 1 January 2022 a person must have completed the VAPA and be provided with a statement of readiness before they can be appointed to a principal position.
