CEHD alumna recognized as preschool special educator of the year

When George Mason University alumna Elizabeth “Liz” Busch, MEd ’15, learned she had been named Preschool Special Educator of the Year by the Fairfax County Special Education PTA, she was both surprised and honored. But for Busch, the recognition was meaningful for reasons that went far beyond the award itself.  

Busch serves as a special education preschool teacher at Cardinal Forest Elementary School in West Springfield, Virginia, where every day is filled with opportunities to help young learners grow academically, socially, and emotionally.  

Her classroom looks much like any preschool classroom: students eat lunch together, participate in circle time, read books, sing songs, play outside, and engage in hands-on learning through art, STEM activities, and imaginative play. Behind every activity, however, is carefully planned instruction designed to meet each child's individual needs. 

“Embedded in all of these activities is individualized instruction targeting specific areas of need and delays,” she explained. “There are intentionally planned opportunities within our play to practice skills we are learning, whether these skills are self-regulation, peer interaction, attention, communication, or motor skills.” 

Busch credits the Inclusive Early Childhood Education Program at George Mason University’s College of Education and Human Development (CEHD) with providing the foundation for her professional practice. “My master’s degree at George Mason was really the foundation for all of my practice,” she said. “The courses were practical but challenged me in the best ways. I had to expand my thinking, my perspectives, my creativity, everything.” 

She also greatly valued the mentorship she received from her professors including Colleen Vesely, academic program coordinator and associate professor in the Inclusive Early Childhood Education Program, and Julie Kidd, professor emerita of education. “My professors were fundamental in helping us explore what it truly means to work with and partner with families of different cultures,” Busch said. “Their coursework helped me personally explore any unconscious biases I may have had, and it was incredibly eye-opening.” 

While the coursework was invaluable, the relationships she built at George Mason have remained equally important throughout her career. “Maybe one of the best things about the program is that I met so many other educators that I am still in constant touch with,” Busch said. “We went from students together to colleagues in the same role. They are a constant fount of ideas, knowledge, inspiration, collaboration, and sanity.”  

When asked what makes a great early childhood educator, Busch’s answer reflects the joy she brings to her classroom every day. “Great early childhood special educators need to have the capacity for joy and to see the magic in the ordinary,” she said. “You cannot take yourself too seriously because you’re going to be doing all the voices of characters, all the random dances, and all the silly things just to be able to connect with your students.” 

She also emphasizes flexibility, organization, and commitment to lifelong learning. “Even the most experienced teachers always have room to grow, and I think that’s sort of a cool thing about being in this field.” 

Of getting the award, Busch said it was an exciting and unexpected honor. “It is a tough time to be in public education with the seemingly constant reduction in funding and resources. Sometimes it can be a challenge to remember why we stick with it.” 

Her favorite part of the award experience was hearing directly from the families she serves. “The most meaningful aspect wetting to hear firsthand from parents about how I’ve not only impacted their child’s development but also their family environment as well,” Busch said.  

Looking ahead, Busch is excited about the future of inclusive education in Fairfax County Public Schools. This fall, she moved into a new co-teaching model alongside a general education preschool teacher, creating expanded opportunities for students with and without disabilities to learn together. “Inclusion, when done right, can be a challenge,” she said, “but it’s one I am excited to embark upon.”