Awards and Publications

2020 Emerging PDS Leaders Award - Kelly Glowny

NAFSA 2019 Senator Paul Simon Award for Campus Internationalization

2019 Emerging PDS Leaders Award - Christine Garas

2018 Exemplary PDS Achievement Award

2013 National Conference Spirit of Partnership Award

2011 Exemplary PDS Achievement Award

• Del Prado Hill, P. & Garas-York, K. (Eds.) (2020). The impact of PDS partnerships challenging times. Charlotte, NC: Information Age Publishing. (endorsed by NAPDS)
• Garas-York, K.; del Prado Hill, P.; Day, L.; Keller-Mathers, S.; Truesdell (Eds.). (2017). Doing PDS: Stories and strategies from successful clinically rich practice. Charlotte, NC: Information Age Publishing. (endorsed by NAPDS)

• del Prado Hill, P., Chicola, N.; & Horstman-Riphahn, T. (2020). Preparing teachers for changing classrooms: Assessing the impact of an international Professional Development Schools program. In Ferrara, Nath, & Beebe (Eds.), Exploring Cultural Competence in Professional Development Schools. Charlotte, NC: Information Age Publishing, 89-105.
• del Prado Hill, P.; Day, L.K.; Chicola, N.; & Shandomo, H. (2014). PDS as passport to the world: Preparing the next generation of educators for a global community. In Ferrara, Nath, & Guadarrama (Eds.), Creating visions for university/school partnerships: A volume in professional development schoolresearch. Charlotte, NC: Information Age Publishing, 87-101.
• del Prado Hill, P. & Garas-York, K. (2025) Global Perspectives on School–University Partnerships: New Possibilities for Collaboration in The Cambridge handbook of school–university partnerships. Dresden, Ferrara, Neapolitan, & Yendol-Hoppey, D. (Eds.). Cambridge, England: Cambridge University Press. 
• del Prado Hill, P. & Garas-York, K. (2024). The Buffalo State Professional Development School Consortium: A Shared Goal While Responding to Varying Needs in A Practical Guide to Exemplary Professional Development Schools. Research in Professional Development Schools and School-University Partnerships. Cosenza, Ferrara, & Gómez (Eds.) IAP-Information Age Publishing.
• del Prado Hill, P.; McMillen, S.; & Doody, K. (2017). Extending PDS to all: Successes and challenges at a large comprehensive public institution. In Ferrara, Nath, Guadarrama, & Beebe (Eds.), Expanding opportunities for linking research and clinical practice: A volume in professional development school research, Volume VII. Charlotte, NC: Information Age Publishing, 123-141.
• Garas-York, K.; Henry, J.; Colón, G.; & del Prado Hill, P. (2021). Supervising linguistically diverse student teachers. In Baecher, Burns & McCorvey (Eds.), Supervision in clinically based teacher education: Advances, opportunities and exploration. Charlotte, NC: Information Age Publishing.
• Kawa, B., & Lovorn, M. (2020) An International Graduate Program for Educators: Transformative Professional Development for In-Service Teachers in International Schools. Routledge.
• Maheady, L., Hashey, A., del Prado Hill, P. & Garas-York, K. Handbook of effective inclusive elementary schools: Research and practice (2nd edition). (2021). The role of teacher education in effective inclusive elementary schools, pp. 77-97. 
• Parsons, S.; Parker, A.; Zenkov, K.; Johnson, R.; Dennis, D.; del Prado Hill, P.; & Garas-York, K. (2022) The  case for PDS as an exemplary model of school-university partnerships. In Chandler & Barron (Eds.), Rethinking school-university partnerships. Charlotte, NC: Information Age Publishing.

• Abraham, M. E., (2020). Culturally proficient leadership. Principal Leadership, 21,https://www.nassp.org/2020/09/01/student-centered-september-2020/
• S. McMillen, E. Friedland, and P. del Prado Hill (Eds.). (2018). Integrating math e-book. Reston, VA: NCTM.
• Tapestry Charter School, Buffalo: Jones, K. and Mitrovits, J. “How many blades of grass are on a football field?”
• St. Christopher School, Tonawanda: Wendell, K., Reynolds, A. and Smith, C. “Amazing hummingbirds.” 
• PS 54 George Blackman, Buffalo: Cheney, J. and Lange, J. “Remarkable recycling.”

• Budin, S.; Maheady, L., Patti, A.L., Rafferty, L.A., & del Prado Hill, P. (2019). Recommendations for integrating instruction high-leverage practices in special education teacher learning. Teacher Education Division brief. 
• del Prado Hill, P.; McMillen, S.; Paterson, W.; Álvarez Sepúlveda, T. I.; Thorndike Suriel, P.; Ludwig Ross, S.; Kupper, M.; Zuñiga Ayala; K. A., Hicks, R.; & Kaleba, M. (2018). Preparing teachers for a global world: The SUNY Buffalo State International Professional Development Schools Consortium. School-University Partnerships, 11(2), 10-16.
• del Prado Hill, P.; McMillen, S.E.; & Friedland, E.S. (2017). The power of questions to bring balance to the curriculum in the age of new standards. School-University Partnerships, 10(2), 46-50.
• Foy, K.; del Prado Hill, P.; Patti, A.; & Davis, J. (2018). Esperanza e imaginación: PDS partners working together to help bilingual middle school students build hope and imagination for their futures. School-University Partnerships, 11(1), 60-63.
• George, P.D., del Prado Hill, P., Reichenberg, J.S., Daniels, K. (2022). Moving to new places and spaces: PDS and global literacy engagement. PDS Partners, 17(1) 5-8.
• Gonzalez-Frey, S., Garas-York, K., Kindzierski, C., & Henry, J. (2021). College students’ attitudes towards remote instruction during the Coronavirus pandemic: Future directions. Excelsior, 13(2), 95-11.
• Kindzierski, C., Garas-York, K., & del Prado Hill, P. (2021). PDS bends but doesn’t break: How PDS structures and processes can help schools and universities respond effectively during a crisis. School-University Partnerships, 14(2), 1-15.
• Kuttesch, E. & del Prado Hill, P. (2021). Even more important now: How co-teaching is strengthening a school-university partnership during COVID-19. PDS Partners, 16(4) 3-7.
• Maheady, L.; Patti, A. L.; & Rafferty, L.; & del Prado Hill, P. (2019). School-university partnerships: One institution’s efforts to integrate and support teacher use of High-Leverage practices. Remedial and Special Education, 40(6), 356-364.
• Patti, A. & del Prado Hill, P. (2017). Co-teaching in a PDS: Outcomes of a year-long pilot program. PDSPartners, 13(1), 10-12.
• Reichenberg, J. S., Truesdell, K., del Prado Hill, P., & George, P. D. (2025). Remixing Global Book Hour: Informing Thoughtful Responses to Changing Literacy Contexts. The Reading Teacher, 78(6), 456-463.
• Serure, D.F. & Broccolo, M. (2021). Learning and teaching about service learning: A model project about Freedom Seekers. University of California-San Francisco Unconscious Bias.
• Shively, C., Malinowski, E., & Clark, J. (2021). “Figure it Out:” Stories About a PDS Partnership that Put the Needs of Students First. School-University Partnerships, 14(3), 216–230.
• Truesdell, K. & del Prado Hill, P. (2015). Promoting family literacy with global children’s literature: How parents become partners in meeting the Common Core. The Reading Teacher, 68(6), 430-434.
• Ware, B.; del Prado Hill, P.; & McMillen, S. (2017). The PDS student representative: Leadership development that benefits everyone. PDS Partners, 13(1), 1, 3, 20.