Daniel Wilson is the director of Project Zero at the Harvard Graduate School of Education (HGSE). He is a principal investigator at Project Zero, a lecturer at HGSE, faculty for the Doctorate for Educational Leadership Program at HGSE, and the educational chair at Harvards Learning Environments for Tomorrow Institute a collaboration with HGSE and Harvard Graduate School of Design. His teaching and writing explore the inherent socio-psychological tensions - dilemmas of knowing, trusting, leading, and belonging - in adult collaborative learning across a variety of contexts. Specifically he focuses on how groups navigate these tensions through language, routines, roles, and artifacts.
Leading Learning that Matters, Independent Schools Victoria, (2011-2015) The Independent Schools of Victoria (ISV) will contract with researchers at the Harvard Graduate School of Educations Project Zero (PZ) to design, pilot, and document a small learning community of 20-25 experienced k-12 principals. These principals will collectively explore ideas about what students should be learning for 21st century life what sorts of content and skills as well as how a school provides progressive and visionary leadership to meet these needs amidst practical internal constraints (e.g. staffing, budgets, etc.) and external demands (e.g. college entrance requirements, exams, national curriculum, etc.). The community will gather quarterly at ISV for two-day gatherings, throughout the year. The gatherings would involve formats to explore content related to the themes as well as to share and develop practices. Between meetings principals form cohort groups of 3-4 in which many principals lead action projects in their schools to explore possibilities of what learning and leadership that matters looks like at a local level. Action projects would involve others besides the principals in a meaningful way (e.g. interviews with students, faculty, parents, board members, etc.) Cohorts would meet between the community gatherings, perhaps visiting one anothers school. Insights and ideas from the action projects would fuel discussions at the quarterly gatherings. There will be a process of documentation of the action projects supplemented by interviews PZ would conduct in order to track progress, learn, and share.
The additional intent is that, through establishing a vibrant learning community of experienced ISV principals, the exploration of these themes will yield insights and images of practice for 21st century learning and leadership that speak beyond the boundaries of ISV and may inspire schools around the globe.
Making Learning Visible, Wickliffe Progressive Community School, (2009-2011) Project Zero/Making Learning Visible (MLV) at the Harvard Graduate School of Education will work with the Project Manager and teacher and parent authors of the Wickliffe Progressive Community School (Wickliffe) to create a user-friendly teacher guidebook and companion DVD that demonstrate how documentation, protocols, and teacher-inquiry groups can be used to deepen and expand childrens content and process learning in and across disciplines