I was elated to start my new job teaching history at Welch College in January 2017. However, I was a bit worried I wouldn’t enjoy the same opportunities I previously had in youth ministry to work one-on-one with young people. Thankfully, my fears were unfounded. In fact, building relationships with students and continuing them with alumni has been a significant and enriching aspect of my work.
For this reason, I was naturally excited to catch up with former student Daniel Rojas recently. Over lunch, we talked about life changes, history, and American government. (We are historians, after all.) I was particularly intrigued to learn about his experience teaching in public school. He had a great perspective on how Christians should engage the complexities of today’s educational landscape. So, I asked him to share some of his thoughts regarding specific aspects of our conversation.
First, an Introduction
Daniel Rojas graduated from Welch College in May 2020 with a B.S. degree in history education. He had arrived at Welch in 2016 after serving two military tours in Afghanistan. I was newly hired and still getting my “sea-legs” as an instructor. His excellent work was a great encouragement to me in those difficult days. Since graduation, Daniel has continued to impress me with his serious commitment to Christ, excellent work ethic, and leadership in his church and community. After his time at Welch, Daniel earned a master’s degree in military history from Austin Peay State University before being hired in 2022 by Tennessee’s Clarksville-Montgomery County School System to work in the largest and most diverse inner-city school in the county.
For two years Daniel taught U.S. History and Geography and U.S. Government and Civics, both required courses in the state of Tennessee. He was so successful in preparing students for the Government and Civics Test required to pass to graduate high school that he was named “Rookie Teacher of the Year” in his school and asked to become the district lead government and civics teacher. In that role, he had opportunity to prepare and assist government and civics teachers throughout the county in developing content for class and carrying out responsibilities. In this way, his influence extended to thousands of students. Other leadership opportunities soon followed.
Then, in August 2024, Daniel began teaching history and government at Pleasant View Christian School in Cheatham County, Tennessee. The school, founded by area Free Will Baptist churches, has provided consistent high-quality education to students for nearly fifty years.
What unique opportunities and challenges are presented to Christians serving in public schools?
In my experience, public schools offer significant career opportunities. During my time as a public school teacher, I attended professional development training and national educator conferences for my specific subject specialty. These offered wonderful opportunities to grow as a professional and represent our faith in a secular setting. A vast number of career opportunities or “tracks” exist within the public school setting. Some districts provide administration pathways for teachers, department lead positions, or — in my case — the opportunity to serve as a district lead teacher.
In my second year, I was asked to serve as a U.S. Government and Civics district lead teacher, to provide resources and support to other government teachers. This was a huge opportunity to create content and resources used to support the education of every student in the district (since government is a required course). I created content that challenged students to think critically and seek truth. As we know, all truth ultimately is God’s Truth, and the chance to spread that Truth in a secular environment is an invaluable reward. There is opportunity to influence the education of hundreds if not thousands of students from a biblical worldview.
Many students easily identify Christian teachers and administrators in the public school system, often seeking out these individuals for advice and perspective on life decisions, personal problems, and academic counsel. Though there are legal restrictions regarding volunteering information about personal religious beliefs, teachers asked about their faith by a student are legally allowed to answer, which creates a marvelous opportunity to share the gospel and the wisdom of Scripture.
The challenges confronting Christians in public schools widely vary. I worked in the largest, most diverse public high school in the district and encountered a considerable amount of conflict every day. This conflict often took place between students, but, at times, teachers were drawn into these situations (sometimes physically breaking up fights). I also experienced varying degrees of tension between teachers and administration. The Christian must navigate these conflicts in a way that brings honor and glory to God. Christians must reflect daily on their calling and place in this world, especially in the public school setting.
Teachers also face a huge daily struggle to manage the classroom and environment. Public school teachers face “decision-fatigue,” a term used to describe the mental, emotional, and spiritual exhaustion of making 1,500 decisions per day. Managing rowdy students (many from a difficult home life) and those who fail to submit homework, grading assignments, fulfilling administrative tasks, teaching content, preparing students for and administering standardized tests, and designing pacing guides for teaching content, all while maintaining a Christian attitude, can leave a teacher drained.
Christian teachers in public schools need to remind themselves consistently that the Lord has called them to this vocation to represent and share about Him. Many feel they must attempt to hide their faith, but if we think biblically about all our life and work, our faith permeates every aspect of our work.
What unique opportunities and challenges do Christians have serving in a private
Christian school?
Some of my favorite benefits of working in a Christian school relate to my family. I’m closer to home, and we receive tuition benefits for our seven children (yes, seven!). My wife and I both work at the school, and we get to see our children throughout the day. I love that I get to teach and be at school with my children. I see their day-to-day routine and activities. As a result, our daily routine flows better and has been a great fit for our family. It is also wonderful that many of my fellow faculty members and school staff attend my church, and I know their commitment to Christ.
As it relates to my day-to-day work experience, I love the slower pace and less stressful atmosphere. Without the bureaucratically-mandated pacing guides and standardized tests of the public schools, I can focus more on the content that needs to be taught. I have more control over my teaching and classroom. This means I can dig deeper into my subject and help students better understand the material. With smaller class sizes, I can build stronger, more meaningful relationships with students. Students are also generally more attentive and well-behaved. With clear biblical boundaries and standards, I do not have to wait for a student to ask about my faith.
It is a natural part of our daily conversations and content. Parents are also eager to hear from you and — for the most part — are supportive of the teachers and administration.
For me, the biggest challenges of working in a private Christian school are the more limited resources and opportunities for professional development. That is not to say such opportunities are absent, but they require more intentional individual effort.
Do you think there is a specific need for godly men to work in secondary education, especially in inner-city schools?
Yes! We desperately need godly men working in secondary education, especially in inner-city schools. Countless young men in these schools have very little structure in their lives and few positive male role models. Some of my students worked to support their families and paid their own bills; others were involved in very dangerous activities. Many of my female coworkers and administrators regularly commented on the importance of male teachers impacting students or groups of students for the better.
One of my classes was an English Language Learner (ELL) class with most of the students being Spanish-speaking males. These students often had been passed along or left alone in class because of the language barrier. As a result, many felt isolated or alienated by the school system and said many teachers did not care about them or their future. As a man who spoke their language, I was able to build significant relationships with these young men. Godly men have a gigantic opportunity to reach the lost among the young men in our schools starving for mature male figures to provide counsel and discipline.
How do you think your time at Welch helped you prepare for teaching in both
sorts of schools?
The Welch College history education program prepared me well for teaching in both public and private schools. Most helpful was learning to think critically from a biblical worldview, which helped me research content for myself and teach it properly rather than simply relying on the curriculum. In addition, when I teach students to think critically about history, we are searching for truth. This can lead to opportunities for worldview examination and exposure to God’s Truth even in a public-school setting.
Welch also helped me prepare to work and act with excellence. Teachers have many opportunities to work below the standard, especially in the public school setting. However, the program helped set a professional standard for me to follow and instilled confidence in me that I can perform my calling with excellence.
How does your work as a teacher in both public and private schools connect with
your service to God?
I remember hearing from more than one of my instructors at Welch, “If you’re not in education to change students’ lives, then you ought to be doing something else.” Education is 10% content and 90% relationships (mentoring, leadership, and fostering maturity) and administration (including standardized testing). Underlying all of that is our ministry, whether we teach in public or private school.
Every one of those 1,500 daily decisions a teacher makes is an opportunity to respond in a way to serve and glorify God, His church, and His world through biblical thought and life. These decisions can be as simple as listening to a student living in a difficult home situation and providing biblical counsel. As Christian educators, our choices may draw scrutiny or attack, but that simply means we’re living out our faith before the world (2 Timothy 3:12). We carry with us life-changing and ultimate Truth. We have a responsibility and privilege to share it and let the Holy Spirit do His work in the classroom and in our conversations. After all, if you’re not in your vocation as a ministry to God, what are you really doing?
About the Writer: Phillip T. Morgan is curator of the Free Will Baptist
Historical Collection housed at Welch College in Gallatin, Tennessee, where he additionally serves as History Program coordinator and professor. Phillip, his wife Megan, and their children live on a small farm in
Robertson County, Tennessee. This article was adapted by permission from an essay published at www.HelwysSocietyForum.com.
