Most Important Ideas and Theories The key ideas that have been studied this week include teacher leadership (TL) and leadership standards (LS) among some other considerations concerning leadership. The two terms have been discussed in detail, though, so this reflection will also focus primarily on them. The two terms are quite transparent (granted that leadership as such has already been defined): the former can be described as the leader in the teaching environment and the second deals with the requirements that an effective leader is expected to meet. However, it is their content that attracts one’s attention. TL is apparently a complex phenomenon, and it is interesting to trace the development of the understanding of LS in TL as presented by York-Barr and Duke (2004). It is evident from the research that a TL leader needs to correspond to two sets of standards: professional and leadership. In general, it seems to me that TL is about finding balance and helping others to reach it. Indeed, TL needs to find a way to help various stakeholders (teachers, parents, principals, and so on) to work together to improve and maintain the teaching process (Ackerman & Mackenzie, 2006). TL is transformational, engaging, and enlightening ( Teacher leadership , n.d.). The crucial thing about TL, in my opinion, consists in the fact that this kind of leadership is hardly concerned with the idea of power as it is typically understood. Instead, TL requires control solely for the improvement of the teaching process (Ackerman & Mackenzie, 2006). As stated and demonstrated by Lynch (2012), TL has been gaining prominence in the past decades, which spurred the development of corresponding research. This research brought results in the forms of related LS, which, when implemented, were shown to improve the bottom-top communication. The benefits of TL are, therefore, obvious: it is much more inclusive thanthan the traditional leadership and takes into account the voices of all the stakeholders (Lynch, 2012). Other advantages include improved ideas and practice sharing, decision-making, collaboration, providing the students with a leadership model to follow, and others ( Teacher leadership , n.d). Specific TL strategies include, for example, action research teamwork, conferences, workshops, and some others: this knowledge helps one relate TL to practice ( Models for teacher leaders , n.d.). Also, this week, we traced the development of leadership theories from trait-centered ones to process-focused, from personal to distributed, transactional to transformative ( Leadership theories , 2016). I think that all the mentioned concepts have contributed something to the development of the idea of a leader in the research. Apart from that, the comparison of the different approaches helps me see their strong and weak points more distinctly. Applying New Knowledge: Myself as a Leader My personal understanding of leadership or myself as a leader is being developed and completed with new information. For example, I have always thought of a leader (especially in teaching) as a servant rather than the master, and the materials of this week helped me study this idea more closely and form a deeper understanding, especially by providing relevant LSs as presented by Sarayrah (2004) and Crippen (2005). This week has provided me with a theoretical basis and terms that I expect to apply in the future. Others as Leaders The n