Each year, Dyslexia Canada’s Educational Excellence Awards recognize those making a meaningful difference in the lives of students with dyslexia. These awards celebrate educators who embrace evidence-based practices, prioritize early identification, and work to ensure that every student has the opportunity to learn to read.
2026 marks Dyslexia Canada’s milestone tenth anniversary, and it is an honour to celebrate with this year’s remarkable group of award winners from across Canada.
“You don’t need to be ‘fixed’. My teaching practice, the way I teach you, needs to be fixed.”
These words capture Penny Hill’s approach to supporting students with dyslexia. As a Learning Support Teacher in the Surrey School District, Penny Hill models evidence-based reading instruction for all members of Maple Green Elementary’s teaching community. Her decades-long dedication to students and commitment to supporting others in this work have earned her a 2026 Dyslexia Canada Educational Excellence Award.
Penny has been an educator for over 30 years. She is passionate about supporting struggling learners, especially students with dyslexia, and brings deep empathy to her teaching. A turning point came when she attended a course with Susan Barton. Penny remembers crying, realizing that “oh my goodness, I can teach these kids with proper instruction.”
That realization prompted her to seek out conferences and workshops, read extensively, and offer support to colleagues within her district. She wanted others to understand that reading difficulties have nothing to do with intelligence, but instead are an indicator that they need instruction; students need “explicit instruction to unlock the code.” In her work with students, Penny combines that commitment to explicit instruction with creativity and play. Drawing on her background as an artist, she makes learning engaging and memorable.
Her commitment to effective instruction extends beyond her own students. Penny has noticed a shift in thinking about literacy and observes that “there is a real hunger” to learn more about structured literacy and evidence-based instruction. She sees building educators’ knowledge of dyslexia as essential to inclusion.
“We have a provincial inclusive model in education. If we are not teaching teachers about dyslexia, then we are not teaching about 20% of our kids, and this is not inclusive.”
Recognizing the impact of early screening and intervention, Penny shares her expertise to help colleagues create learning environments that respond to students’ needs. Her influence is evident across her school community.
“Penny’s strong influence and expert advocacy have been helping all the teachers at Maple Green adopt evidence-based assessment and instruction,” writes her colleague, Alena Setun.
Penny also recognizes that strengthening literacy outcomes requires systemic change within schools, districts, and across the province. In 2023, her advocacy brought her into a meeting with Premier David Eby to discuss dyslexia through the lens of mental health. At the heart of her message was the importance of belonging. “We are social beings. We are created to be in society and belong. When children don’t feel that they have that sense of belonging, they will look for that place to belong. Let’s make sure that they have that place in our classrooms.”
As a new school year begins, Penny continues to bring her enthusiasm and knowledge of evidence-based instruction to her whole school community. From creating memorable spelling lessons to supporting colleagues and advocating for change, her work reflects a consistent commitment to helping students learn and belong.
Statements of Support
Michael Speak, Acting Principal, Maple Green Elementary
Penny has a heart for students with diverse learning needs and is a tireless advocate for those who struggle to learn. She is passionately committed to quality and equity for all learners and was, in fact, inspired by her students with dyslexia to pursue a Master of Arts in Special Education. Penny is recognized for her deep understanding and proficiency in effective language and mathematics instruction and is a strong advocate for the advancement of literacy skills across the public school system, as demonstrated by her commitment to strengthening literacy outcomes for students in the Surrey School District. She believes that every student deserves access to high-quality, evidence-informed literacy instruction and is committed to supporting educators and systems in ensuring that students (particularly those who are most vulnerable) have the foundational skills necessary to thrive.
Penny writes and speaks widely on dyslexia and other learning disabilities. She has led in-service Professional Development initiatives, provided regional, provincial, and international workshops on dyslexia, and presented workshops for parents. Her passion for those marginalized in society has led her to serve on several committees, adopting a proactive and collaborative approach to supporting students with diverse learning needs and advancing more equitable opportunities for all learners.