Laura Zagorski is the Principal of School 17 in Clifton Public Schools
Participating as an LMC peer coach has helped elementary school principal Laura Zagorski structure collaboration strategies that have strengthened her leadership practice. A key part of that structure is examining conflict and communication more intentionally.
Through the LMC peer coaching process, leaders reflect on how they personally approach conflict and learn to listen more deeply. “LMC peer coaching has helped my approach to listening and developing solutions with the group,” Zagorski said.
Rather than viewing challenges as barriers, she sees them as opportunities for improvement. “Peer coaching has helped me move away from the idea that because I’m the leader, I must have to have all the answers,” she said. The process has encouraged her to focus intensely on
creating space for others to contribute. “LMC peer coaching has helped me create conditions for others to provide sustained input.”
Anissa Strong is the Rahway Education Association Executive Board Member for Madison School in Rahway Public Schools
Serving as an LMC peer coach has reshaped how Anissa Strong approaches leadership. Peer coaching has grounded her work in reflection, collaboration, and intentional facilitation. “Peer coaching introduced me to new strategies,” she said. Strong has transformed how she facilitates meetings and engages colleagues through tools such as four-fold practice and other practices.
Strong’s leadership vision emphasizes shared dialogue and collaborative problem-solving. She credits LMC peer coaching with boosting opportunities to build relationships with colleagues. “Sometimes educators feel isolated in our classrooms even though we may be in the same building,” Strong said, “We are most unified, supported, and effective when we solve problems as a team.”
For Strong, solving problems begins with personal growth. “The process has to start with me,” she said. “I continuously practice self-reflection.” As her leadership evolves, she hopes the teams she leads will evolve with her, building a culture rooted in reflection and collaboration.
Anjanette Highsmith is the Program Supervisor for Math and Science in Rahway Public Schools
LMC peer coaching has prompted Anjanette Highsmith to rethink leadership norms. While collaboration is often discussed in leadership, Highsmith said the coaching experience has helped her understand its deeper meaning in practice.
“As leaders, we know it's important to collaborate, but at times the structures to support collaborative methods haven’t been built yet,” she explained. Through peer coaching, she has learned to view challenges as opportunities for growth. “Sometimes things are not going to be okay. Sometimes there are going to be conflicts and there are going to be issues, but it doesn’t mean that it’s a disaster. You can’t grow from that,” she said.
Highsmith also emphasized that the process has reinforced the idea that leadership challenges are rarely final or insurmountable. “There is no dead end,” she said. “If you get caught in what we call the reaction loop, you can get out of that loop.” Seeing how other districts implement collaborative strategies has further strengthened her confidence in the model. “Talking to LMC
practitioners from other districts helps you to see that LMC practices do work,” she said, noting that meaningful collaboration requires patience, commitment, and time.