He Waited Two Years to Start His Master’s. Here’s What Changed

Based in Shanghai, China, Silvino Philip Guangco is a full-time homeroom teacher with over a decade of experience in education.

“I already knew I wanted to be a teacher as early as 4th grade. When I finished high school, I originally wanted to take up chemistry, but looking back, I landed exactly where I was meant to be, which is education.”

After years of teaching and even stepping into leadership roles, Guangco knew growth wouldn’t just happen on its own. He needed something more.

The Moment That Changed Everything

Like many educators, Guangco didn’t jump into a master’s program right away.

In fact, he waited.

“I deferred for almost two years. I kept thinking I would find the time, but if I kept making that excuse, I wouldn’t have finished it.”

What changed?

A combination of shifting job market realities and a desire to stand out.

“Here in China, I’m not considered a native English speaker, so the competition can be very tough. I’ve always believed in constantly enriching myself to stay competitive. Pursuing a master’s degree felt like a natural next step.”

That realization turned hesitation into action.

Why Moreland

When Guangco began researching programs, he wasn’t just looking for any master’s degree. He needed something that would work for his schedule and strengthen his credentials internationally.

Moreland University’s 12-month Master’s in Education program stood out.

“I had friends who went through Moreland’s programs, and what really drew me in was the flexibility, especially with the time difference. But what sealed the deal was learning that Moreland offered a pathway to a U.S. teaching license.”

For Guangco, that combination of a master’s degree and teaching certification mattered.

Moreland’s flexible, fully online structure made it possible to balance teaching and leadership responsibilities, while the U.S. licensure pathway added a level of credibility that helped him stay competitive in a global job market.

It wasn’t just about earning a master’s degree. It was about choosing a program that aligned with where he wanted his career to go.

Balancing Work, Life, and a Master’s

At the time, Guangco was juggling both teaching and leadership responsibilities.

But instead of feeling overwhelmed, he found the structure worked in his favor.

“We had weekly sessions, and then the following week to complete assignments. The program felt like it was really designed with working professionals in mind.”

And the work didn’t feel like busy work.

“I actually enjoyed the assignments because each one felt like I was sharpening skills I already had — editing videos, writing, citing sources. I put 100% into them because I could see the value right away.”

By the time he transitioned into a new role as a full-time teacher, he was able to fully apply what he was learning. 

“I was already at my new school during my clinicals, so I was applying everything from day one. That made the experience even more useful and fulfilling.”

What Changed in the Classroom

Even with years of experience, Guangco saw meaningful growth in how he teaches.

Two areas stood out immediately:

• Diversity and inclusivity
• Differentiation

“Since completing the [Master’s in Education] program, I’ve become more conscious about diversity and inclusivity in my classroom. I’m also much more intentional about differentiation in how I plan lessons, group students, and interact with them.”

These weren’t abstract ideas. They directly changed how he approaches his classroom every day.

Just as importantly, the program shifted his mindset.

“Before, you can fall into autopilot, especially when you’ve been teaching for a long time. But during the program, I was constantly questioning how I do things and I’ve carried that habit with me.”

A Global Classroom That Feels Personal

Despite being fully online, Guangco found something unexpected: real connection.

“One thing that made the experience fun for me was my cohort. It was small and very interactive. We would talk during sessions, but also outside of class, giving each other feedback and support.”

Even more powerful was the global perspective.

“We were from all over the world, but the way the virtual classroom was structured made it feel small. I’m still in contact with classmates today — even meeting one in person when she visited Shanghai.”

Looking Back: Was It Worth It?

For Guangco, the answer is simple.

“I’m very, very proud of what I’ve gained from the program. It changed the way I see my teaching and how I prepare my classroom.”

From earning his master’s degree and U.S. teaching license to transforming his approach in the classroom, the impact has been both professional and personal.

And perhaps the most surprising part?

“I remember looking back and thinking, ‘Wait, I’m already finished?’ All the hard work paid off, and it was completely worth it.”

Take the Next Step

If there’s one thing Guangco would tell others considering a master’s, it’s this:

“You can always come up with a million excuses not to do it. But once you start, and you commit your time and effort, you’ll realize before you know it — you’ve already finished.”

It’s not about having the perfect time.

It’s about taking the first step.

If you’re ready to take the next step in your teaching career, explore Moreland University’s 100% online master’s programs, designed for working educators.

To apply, complete your free application or request more information.