CORE's Team

Trevor Bond

Accredited Facilitator (English-medium)


2005 M.Ed. Admin. (Hons) Massey University
1996 B.Ed. Massey University

Contact details


P: 0800 267 300

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Trevor Bond

Professional experience

For the last four years Trevor has worked for CORE Education as a facilitator in the Central North region with the Learning with Digital Technologies team. He has also been a provider of tailored professional learning services for schools over the last 14 years as a consultant.

Trevor’s career has been dedicated to improving teaching and learning experiences for students with a focus on inquiry learning, student questioning skills, and targeting the increasing of student engagement and agency. Trevor has also worked with many schools on visioning, curriculum revision, strategic planning and curriculum implementation.

Trevor has considerable teaching and principalship experience in a range of schools and has significant strengths in facilitating teachers to enhance student learning through the integration of ICT.

Prior to working at CORE, Trevor has worked as a consultant to schools and as an ICT adviser with School Support Services (University of Waikato). During his career Trevor has taught every level from New Entrants to Form 2.

Trevor’s passions are centered on quality learning, moving learners into more improved thinking processes and supporting schools to be more effective. He has been working with a range of schools as a facilitator to assist them in revising their localised curriculum in terms of 21st century Learning.


Trevor has expertise in the following areas:

Culturally responsive practice (English-medium only)

Successfully supporting schools to:

  • create a framework for self-review based on Tātaiako, including whānau and community voice, and conduct an audit of their current position

  • identify key needs, set specific goals and develop action plans to change practice.

Change leadership (English-medium)

Successfully supported schools to:

  • redevelop vision, values and local curriculum

  • evaluate beliefs, pedagogy and practice to ensure they align, are future-focused and responsive to the changing needs of the students.

Digital fluency (English and Māori-medium)

Successfully supported schools to:

  • use the eLearning Planning frameworks (English-medium) to self-review e-learning practices and capabilities to identify and target areas for improvement

  • increase student engagement and achievement through the use of digital technologies targeted to specific learning needs.

Evaluative capability (English-medium)

Successfully supported schools to:

  • collect and analyse data from a variety of sources to identify achievement trends, causal factors and target students

  • implement review points and processes to facilitate responsive teaching

  • regularly reflect-learn-implement using the spiral of inquiry framework.

Conference presentations, keynotes, seminars, workshops

Regular presenter at:

  • Ulearn Conferences

  • Learning @ School Conferences


  • Bond, T. (2002). SAUCE: A Teachers’ Handbook. Palmerston North, New Zealand, Kanuka Grove.

  • Bond, T. (2000). SAUCE: An Inquiry Learning Approach, Whakatane, New Zealand, QuEST Ltd

  • Once were Blackboards in ‘eLearnings: Implementing  national strategy For ICT in education, 1998 – 2010’,  Core Education, edited by Vince Ham and Derek Wenmouth, 2010

Personal statement

I recognise that in the world of education we are all learners, and I have a wide network of educational professionals who can provide suggestions and ideas to support me in my role. I am passionate about having students engaged in learning and having increasing agency as they move towards becoming effective learners in any context. I believe that we need to facilitate our students to develop key skills and attitudes that empower them as learners.

I believe many learning opportunities can be enhanced with the integration of ICT tools and resources that engage and empower students in their learning. However I also believe that while the technologies can enhance learning for students, the real magic lies in the heart and mind of their teachers, who need to be passionate and engaged themselves, and be creatively open to adapting learning experiences in ways to support each learner they interact with.

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