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)

• Kawa, B., & Lovorn, M. (2020) An International Graduate Program for Educators: Transformative Professional Development for In-Service Teachers in International Schools. Routledge.
• del Prado Hill, P., & Garas-York, K.(work in progress) Global Perspectives on School-University Partnerships: New Possibilities for Collaboration in The Cambridge Handbook of School- University Partnerships (Eds.) Dresden, Ferrara, Neapolitan, & Yendol-Hoppey. Information Age Publishing.
• Garas-York, K., & del Prado Hill, P. (under review). The Buffalo State PDS Consortium: A Shared Goal While Responding to Varying Needs Context/Introduction in Resource Guide to Best Practices in PDSs. Information Age Publishing.
• Maheady, L., Hashey, A., del Prado Hill, & 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.
• Garas-York, K., Henry, J., Colón, G., & del Prado Hill, P. (2022). Supervising linguistically diverse student teachers. In R. W. Burns, L. Baecher, J. McCorvey (Eds.) Supervision in Clinically-Based Teacher Education: Advances, Opportunities and Explorations. Information Age Publishing.
• Johnson, R., Parsons, S., Parker, A., Dennis, D., del Prado Hill, P., & Garas-York, K. (2022). The Case for PDS as an Exemplary Model of School-University Partnerships. In P. Chandler and L. Barron (Eds.), Rethinking School-University Partnerships. Information Age Publishing.
• 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. (Ferrara, Nath, & Beebe, Eds.) Professional Development Schools Research Book Series, Volume 7. 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 school research. Charlotte, NC: Information Age Publishing, 87-101.
• 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

• 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.”

• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.