I will show you a paper first:Executive Summary
​The 21st century can be defined as an era with both opportunities and challenges. In school, students’ learning achievement has always been huge related to teachers’ teaching. In order to better prepare students with capacity in the workplace, teachers need to constantly learn professionally in teaching (Schleicher, 2012). According to Owen (2014), in a global political and economical imperative, under the rapid change in educational environment, teachers are required to update their skills and knowledge to face effective professional development. At the same time, Dumont and Istance (2010) conclude in a program “Innovative Learning Environment” by the International Organization for Economic Cooperation and Development (OECD), students study in teams or independently with refusal to control and choice about learning. It can be referred that the image and position of teacher is changed, from a knowledge deliver with absolute power to a co-learner, a coach and a learning facilitator (Owen, 2016). Since professional learning communities (PLCs) were proposed in the 1990s, and consummated by educational workers. ​Generally, in the context of PLCs, schooling is described as a student-dominant learning environment, student is no longer a passive receiver but an active learner. As a result, the establishment of PCLs has become a hot topic in many countries and has been implemented in schools with positive feedback globally. 
Literature Review 750
While the progress of education reform mainly depends on teachers’ ability and educational sectors' capacity. The teacher professional development is needed to improve the quality of education and make sure that teachers can consider variety needs of diverse student groups (Desimone, 2009). Mitchell & Sackney (2001) defined PLCs as “a group of people sharing and critically interrogating their practice in an ongoing, reactive, collaborative, inclusive, learning-oriented and growth-promoting way.” As a result, the growth of PCLs can hopefully hold promise for the long-lasting improvement and establish a sustainable development for individuals or even whole school systems (Stoll, 2006). Through PLC optimisation, the benefits for teacher learning and also for student learning can be maximised (Roffey, 2012). And the ultimate purpose of implementing PLC is to improve students' learning (Owen, 2014). In summary, PLC creates an environment where educators work together in a school with common goals to contribute to the improvement of teaching and students’ learning outcomes. 

The key characteristics and components of PLCs can be summarized in five aspects.  
1.​ Shared vision and goals
It is important to have a shared vision and a sense of purpose (Andrews & Lewis, 2007). The goals can possibly be achieved when all members understand the mission clearly and have a consistent direction of efforts. 
2.​ Collective responsibility and learning
When teachers work in a group instead of being isolated, they can better contribute to schooling. On one hand, teachers may feel less pressure and more productivity when the task and risk have been shared. Then, teachers from different backgrounds may have unique attributes to meet the diverse needs of students. Besides, if a member is not willing to take part in the learning process, the pressure will be forced by peers. 
Moreover, teachers can learn from each other through ongoing collaboration, reflection and discussion. For example, teachers can be promoted by attending PLC scheduled planning and assessment meetings (Owen, 2016). Moreover, through peer observation and peer review, they can observe each other’s classes and provide peer feedback (Admiraal, et al., 2019). Owen (2016) collects data in an interviewee and reflects that this teacher learned from others in the community and practices game-based technologies in teaching. Surprisingly, her class has become more active, fun and varied. As a result, student engagement has significantly improved.
3.​ Learning leadership
Leadership is the key to promoting the development of collective capacity in schools (Galina, 2015). For example, the so-called distributed leadership - has been found to be positively correlated with teacher professional development and the effectiveness of school learning outcomes (Harris, 2003).
4.​ Professional learning opportunities for all members
In Admiraal’s (2019) opinion, “Work-based learning activities included sharing knowledge and experiences among colleagues, in some cases guided by a coach from outside school.” To be more specific, it is necessary to provide training for all teachers (especially the newcomers) to improve their teaching performance. Consequently, when teachers are equipped with enough knowledge, they can teach in confidence and have a sense of security.
5.​ Collaborative inquiry and engagement
Ingvarson, Meiers, & Beavis (2005) indicate that “Professional learning communities provide a non-confrontational avenue to receive feedback wherein teachers can compare their strategies with others and learn via modelling.” For example, in a natural professional learning community, although teachers are familiar with each other and have similar values. They still have an open-mind to talk about the controversy and are active in problem-solving.

Besides, PLCs can make contributions beyond learning. According to Owen (2014), the effective operating of PLCs increases the well-being of teachers and students. Likewise, cultivating positive emotions and increasing teacher commitment in PLCs can not only improve teachers' professional learning, but also have potential welfare for students' learning achievement. As a result, the sense of effectiveness can be increased and the relationship between teachers and students can deepen when students’ get better learning outcomes and teachers feel recognized of their teaching.



Explanation 500
Background
What’s the problem in school?
This primary school is located in a metropolitan city in China. Most of the students are from middle class with good parenting. Otherwise, with economic-support, students have the ability to receive music education since early-childhood. I found in my internship that, in a 30 pupils class, there are more than two thirds of the students who are learning or have experienced playing instruments. Moreover, this primary school not only provides a premium learning environment for music class including advanced multimedia room (with Piano, Percussion instrument, Projector, Computer and enough space). But also equipped with enough professional music teachers. Nevertheless, although students have an interest and fundamental knowledge of music and study in an excellent environment. The reflection of students' learning is below expectation. ​From the feedback of most students in grade 3 and grade 5, they argued that music class is boring and useless. In order to improve student engagement and create a student-friendly learning environment, it is possible to implement Professional Learning Communities (PLCs) in this school. By trail organizing the implementation in this primary school, there are two areas that can be practiced.
1.​ Create an interdisciplinary team
In school, teachers from different subjects can work together and realize interdisciplinary teaching. For example, China is a country with more than 5000 years of history. Viewed historically, there are many ancient poems which record civilization and profound culture in short sentences and included in Chinese textbooks since grade 1. In this case, PCLs can create an environment where Chinese teachers can provide the material and analysis of the poems, then music teachers can collaborate poems with melody into a song and implement the combination knowledge into music teaching.​ This is a win-win situation. On one hand, students can have a deeper and different understanding of the poems by recapping and expressing them with art. On the other hand, students can be involved in music class and learn knowledge beyond music to achieve the overall capacity improvement.
2.​ Update learning context and relate it with the latest online resources
Nowadays, developments like social networks, audio and video conferencing have provided students with unprecedented opportunities to explore the world. Under my observation, students in China have a great passion for pursuing the latest information and they spend a lot of time browsing the internet. Recently, there was a video that got a high click-through rate in Tiktok. In this video, a young music teacher is playing and singing a Chinese traditional song which is easy on rhythm with straightforward lyrics in the classroom with students.​ For instance, this song has become the “fashion” among students. Almost all of them have watched this video and are familiar with the song. In this situation, music teachers in this school can have a conference once a week to select and talk about the online hotpots and choose the meaningful and influential parts and integrate them with teaching. For example, in music class, teachers can organize students to sing this song together at the beginning of the class as a warm up. It is a great way to attract students’ attention, inspire their interest and engage them into further teaching.
 And you should help me find which part I am missiong according to this criteria: To complete this assessment, you need to create a report with the following:
1. Your Report will be premised with an executive summary (no more than 100 –
250 words)
2. Literature Review: An overview of the innovative practice you are looking at 
implementing. Your overview will draw on at least 3 key references to further 
support the nature and relevance of your innovation: (about 750 words)
3. Explanation: Provide an explanation of the proposed innovation and it’s to the 
specific context of your own teaching. You can consider your actual professional 
context or present a specific context where you have been or might be involved. 
(about 500 words)
4. A rationale - a further justification and explanation of your innovation - for the 
relevance and importance of the innovation in the contemporary education - why 
should this innovation be considered now? (about 750 words)and you should help me to analyse which part am I missing to write according to this criteria :To complete this assessment, you need to create a report with the following:
1. Your Report will be premised with an executive summary (no more than 100 –
250 words)
2. Literature Review: An overview of the innovative practice you are looking at 
implementing. Your overview will draw on at least 3 key references to further 
support the nature and relevance of your innovation: (about 750 words)
3. Explanation: Provide an explanation of the proposed innovation and it’s to the 
specific context of your own teaching. You can consider your actual professional 
context or present a specific context where you have been or might be involved. 
(about 500 words)
4. A rationale - a further justification and explanation of your innovation - for the 
relevance and importance of the innovation in the contemporary education - why 
should this innovation be considered now? (about 750 words).