My name is Christine Baumann, and I was thrilled to achieve my National Board Certification this past winter.  It is certainly a milestone that reflects a journey.  Like many educators, I've found teaching to be deeply transformative. My eighteen years as a high school English Language Arts teacher in the Newburgh Enlarged City School District have allowed me to grow and evolve in ways I never could have imagined, and the process of becoming a National Board Certified Teacher reinforced why I began teaching in the first place.  

 

The first steps of my teaching journey were trepidatious.  I was in graduate school and needed to gain some classroom experience.  A professor told me about an opportunity to volunteer three hours each Tuesday evening teaching inmates at an all-male, maximum security prison.  I hesitantly signed up and can still remember how nervous I felt as I entered through security for the first time; but when I left that program three years later, it wasn't just experience I had gained.  I left with a profound belief in education's power to change lives. The interactions I had with inmates, most of whom worked tirelessly to improve their literacy, became a catalyst for my career, revealing the incredible strength of student voice and the impact of helping individuals empower themselves through literacy and self-advocacy. To sustain and amplify this impact, I have been committed to continuous growth in literacy instruction throughout my entire career—and that is at the heart of my 'why.'

 

The National Board Certification process offered a valuable opportunity to delve deeply and critically into helping students gain literacy skills through advocacy, which is a central focus of my work. Each component required a deep understanding of effective writing instruction and encouraged me to explore the connections between literacy and my students' lived experiences. Teaching in a Title I urban district, I design lessons rooted in local history, prompting students to investigate the systemic policies and practices that have historically created disparities within our city. By analyzing these historical forces, students explore how they continue to influence present-day conditions and consider their roles as potential advocates for equitable change.  What I learned from examining the literacy practices embedded in this work is that students are deeply invested in improving their literacy skills when they see a need to better communicate their ideas with real-world applications.

 

My journey to National Board Certification, while rigorous, was made infinitely richer by the power of collaboration. My school district and my union, the Newburgh Teachers Association, provided valuable support, but the most impactful connection was with my co-teacher and thought partner, Jackie Hesse, who was also pursuing National Board certification at the time. Reflecting on classroom practices and outcomes with a fellow educator proved invaluable, underscoring the power of finding like-minded individuals for mutual growth. In fact, Jackie and I continually challenge and inspire each other to strengthen our teaching practices. This passion extends beyond the classroom as well, leading us to found Global to Local, a non-profit that empowers underserved students. Through grant and donation funded international travel, students learn firsthand from community change-makers in foreign countries about how and why they created the solutions they did. Upon their return to Newburgh, those students serve as Project Managers, leading their classmates in local community impact projects. We have taken students to Ecuador, Cambodia and Thailand on such trips and believe these experiences cultivate a deep understanding of global interconnectedness and empower young people to use their voices and talents for positive change.  The ability to extend my ‘why’ outside of the classroom through opportunities like this has kept me feeling invigorated and excited about teaching and learning alongside my students, even through challenging circumstances like the pandemic. 

 

Beyond the classroom, I've actively sought opportunities to learn from fellow educators. My involvement with the Hudson Valley Writing Project, a local affiliate of the National Writing Project, has been a cornerstone of my professional development, allowing me to collaborate with and learn from hundreds of educators in the region. My teaching practice has undergone a significant and powerful evolution as a result of those collaborations. Additionally, I've had the privilege of studying education systems globally, including a six-month Fulbright Distinguished Award in Teaching in Finland, a National Geographic Grosvenor Teacher Fellowship in the Antarctic Region, and an upcoming NEA Global Learning Fellowship in Costa Rica. These experiences, while diverse, share a common thread: the opportunity to learn from passionate educators and integrate new perspectives into my classroom. Each collaboration leaves me feeling rejuvenated and inspired to enhance my teaching. These collaborations have enriched my 'why,' which now encompasses not only empowering students through literacy and advocacy, but also igniting transformative learning experiences through shared expertise with fellow educators.

 

Becoming a National Board Certified Teacher was one of many experiences that have reinforced my core belief: education has the power to change lives. My 'why' is not fixed, but continuously evolves through growth and collaboration. I am so grateful for opportunities to continue to learn, to advocate, and to create a classroom where my students find their voices and become agents of positive change.  
 

Volunteering alongside students in a rural village in Cambodia (below)