CORE's Team

Ray Burkhill

Accredited Facilitator (English-medium) and Project Lead - TER


2013 Master of Education (First Class Hons) - University of Canterbury
2009 Post Graduate Dip. in Education - University of Canterbury
1989 Graduate Cert. in Education - University of Leicester (UK)

Contact details


P: 0800 267 300

M: 021 226 1310

Accreditation Number: ACC 648

Region: Canterbury

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Ray Burkhill

Professional experience

For the last four years Ray has worked for CORE Education. He is project leader for the Connected Learning Advisory, supporting schools and kura across New Zealand to make the most of digital technologies for student learning. Ray is also currently a navigator in the Grow Waitaha programme supporting Christchurch schools. Previously he has worked extensively with schools as a facilitator in the Learning with Digital Technologies programme.

Ray was a lead facilitator with several Learning Community Clusters in Christchurch, supporting leaders to plan for, implement and evaluate cluster-wide initiatives designed to help raise student achievement.

Prior to working at CORE, Ray was Deputy Principal at Linwood College in Christchurch, where he held responsibility for planning and facilitation of professional development programmes. He also has twenty years experience as a teacher of science, physics and electronics, both in New Zealand and the UK. For almost four years, Ray worked in the Christchurch Ministry of Education office, supporting local schools with resourcing and governance training.


Ray has expertise in the following areas:

Supporting clusters of schools

Visioning; developing a collaborative culture across clusters; evaluating the impact of cluster-wide initiatives.

Digital fluency

Strategic planning for implementation of digital technologies to help raise student achievement; using digital technologies to support learning across the curriculum; evaluating the impact of digital technologies on teaching and learning.

Managing change

Working alongside school leaders to plan for and evaluate initiatives; understanding the nature, place and potential of student voice; consulting with staff, whānau and students; using educational research to support arguments for change.


Supporting teachers and leaders to reflect on their practice, identify enablers and blockers and develop action plans to achieve their goals.

Data management

Providing advice and support to schools seeking to optimise their strategic use of student achievement data.

Teaching as inquiry

Helping schools and individual teachers to raise student achievement through a process of professional inquiry based around the spiral of inquiry model.

Conference presentations, keynotes, seminars, workshops

ULEARN 2016 presentation on strategic planning for digital technologies

Personal statement

My educational philosophy is based on the principle of social equity and the belief that students from all backgrounds deserve the same opportunities to grow and participate as well informed, agentic citizens.

Over 25 years as a teacher, school leader and facilitator in the UK and NZ, I have maintained a healthy scepticism of education ‘magic bullets’, preferring instead to rely on well-founded research and professional inquiry as a means towards making education a visible and understandable process for teachers and students.