Research-grounded professional development for K–12 teachers — bridging structured literacy, secondary pedagogy, and equity-centered practice.
Science of reading from decoding to comprehension — with a rare focus on secondary contexts, not just K–3.
Writing as thinking, not just product. Strategies for teaching the writing process across genres, disciplines, and grade levels — grounded in research, built for real classrooms.
Asset-based frameworks, language supports, and instructional scaffolds for diverse, multilingual classrooms.
Understanding language as a tool — how it works, how it functions in context, and what academic language demands look like across disciplines.
Drama-based pedagogy, multimodal learning, and multisensory instruction — published research, practical tools.
Build classrooms where talk is the engine of learning — not a break from it.
Julia Houk is a PhD candidate, Lexia certified facilitator, and former AP English teacher who has spent her career translating cutting-edge literacy research into professional development that actually changes what happens in classrooms.
Her work bridges two worlds that rarely meet: the science of reading — typically framed around early phonics instruction — and the rich, complex world of secondary literacy, writing pedagogy, and equity-centered practice.
Credentials & affiliations
Julia's flagship offering is a multi-session framework — each Volume builds on the last, creating sustained professional learning that actually shifts practice.
Researcher, teacher educator, and professional learning specialist
Julia Houk is a PhD candidate in Education at the University of California, Davis, with a specialization in Language, Literacy, and Culture with a designated emphasis in Writing, Rhetoric & Composition. She holds an M.A. in Curriculum and Instruction: Secondary Literacy from the University of Colorado Denver and a B.A. in Creative Writing.
Before entering doctoral study, she spent nearly a decade as a high school English teacher — teaching AP Language & Composition, AP Literature, and Creative Writing at the Denver Center for International Studies — and as a senior literacy coach, department head, and equity team lead.
Today she works as a Professional Development Coach & Learning Facilitator, while continuing her research on dialogic teaching, multimodal literacy, and equity-centered teacher education.
Designated Emphasis: Writing, Rhetoric & Composition · 2018–present
Thesis: Self-Regulatory Writing Behaviors Through a Gradual Release Workshop Model
Distinguished Scholar · UC Davis · 2022
Outstanding Graduate Teaching Assistant · UC Davis · 2021
Paulo Freire Speak Freedom Award · 2018
Denver Public Schools Distinguished Teacher · 2016, 2017
Julia's research focuses on how teachers learn to facilitate meaningful discussion in diverse, multilingual classrooms — and how drama, multimodal pedagogy, and equity-centered design can transform teacher practice.
Wong, Athanases & Houk · Vol. 60(2), pp. 225–246
Banes, Houk, Athanases & Sanchez · Vol. 125(4)
Sanchez, Athanases, Cahalan & Houk · Vol. 124(3)
Houk · In Design and Discomfort: Anti-Racist Classrooms
Workshops, coaching, and curriculum materials — for schools and districts serious about literacy.
Julia's professional development is structured as a series of thematic Volumes — sustained learning arcs that build teacher expertise over time. Each Volume includes facilitator sessions, participant materials, and optional coaching support.
From speech to print: how we learn to read. Science of reading grounded in what intermediate and secondary teachers need to know.
Vocabulary acquisition, morphology, and etymological inquiry — what you need to know to really know a word.
What does it mean to build a classroom where students actually talk to each other? Practical tools for making classroom discussions work.
Writing pedagogy, self-regulatory writing behaviors, and disciplinary writing frameworks for secondary and content-area teachers.
How do you design instruction that works for every learner in the room? Asset-based frameworks, language supports, and scaffolds built for diverse, multilingual classrooms.
Watch students come alive when they move, create, perform, and connect. Practical approaches to drama-based and multimodal learning — grounded in research, ready for real classrooms.
Multi-session contract (3–6 sessions) structured as a thematic Volume. Includes all participant materials and one coaching touchpoint per session.
A standalone 4–6 hour workshop on any of Julia's core topics. Entry point for new partners; designed to stand alone or seed a Volume contract.
Ongoing 1:1 or small-group coaching for literacy coaches, instructional coaches, or teacher teams.
Research-based teacher packets, slide decks, and classroom tools developed from Julia's original scholarship and PD practice.
Ready to start?
Let's talk about what your school or district needs.
Reach out to discuss a workshop, coaching engagement, or district partnership.
Based in New York · Available nationally
in-person and virtual engagements
Single sessions can be scheduled 4–6 weeks out. Volume contracts are best booked during spring for the following school year.
School districts, literacy teams, teacher education programs, and individual instructional coaches.
PhD Candidate, UC Davis · Lexia Certified Facilitator · Published researcher · Former AP & secondary literacy teacher