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SERVICE
AS ACTION
Service as action is a foundational element of the International Baccalaureate (IB) Middle Years
Programme (MYP). It seeks to develop caring members of the community who act to make a positive
dierence to the lives of others and their environment. Service as action requires students to engage with their
local community through community or personal projects and provides opportunities for students to explore,
design, implement, and reect on their eorts to positively impact their local environment. Through service as
action experiences, students learn the value of community participation and gain a deeper understanding of
the issues facing their immediate surroundings.
This report summarizes the ndings from the research study by the Claremont Evaluation Centre (CEC) on
implementation of services as action as part of the collaborative strategies.
What does MYP service as action implementation look like
across the world?
ndings from teacher surveys (2017, 2018)
• Teachers indicate they nd service as action an
important part of the MYP: Next chapter programme.
• They believe that service as action not only helps
students connect classroom content to the real world,
but also helps them give back to the community.
• However, teachers nd it dicult to provide students
with actual opportunities to serve.
• There is general agreement that this strategy is
best emphasized in MYP projects as opposed to the
classroom.
• Although teachers generally met IB’s expectations
for implementing service as action strategies, and the
results were consistent from 2017 to 2018, they did so
less frequently than with other strategies.
Implementation practices
ndings from 2018 schools visits (27 schools)
Below you can nd the trajectory of implementation of
service as action in MYP schools.
Factors that allow for progression in the implementation of
service as action are:
1) Projects that are not connected to activities that
address local or global issues
2) Service projects developed but not integrated in class
3) Systems and practices in place that support service
as action
In the rst category students were generally asked to
select a project that they found personally interesting
although it may not be connected to service. Therefore,
students at these schools varied in whether they used
these projects as opportunities to engage with the
Projects not
connected to
service
Service projects
but no service as
action in-class
integration
Service projects with
service as action
in-class integration
community or not. Activities such as one-time beach clean-
up, a bake sale to raise money, play soccer or basketball
satised school’s service requirement.
But I will say that -- I’ve done a lot of personal projects, but
I can’t say that any of them were particularly focused on
service as action.... – MYP teacher
…it’s like you can make it have to do with making
an impact on your community but you can also do
something where it’s something you do out of school or in
school… – MYP student
In the second category fall around half the of schools
visited by the teams from the Claremont Evaluation
Center (CEC) (13 out of 27). In some schools, multiple sta
indicated that they had yet to embed service as action into
the classroom because they have not gure out how to do
it. We report here two views that capture the challenges
facing MYP schools in implementing service as action in
the class.
…we certainly get a lot more stand-alone projects, a lot
more student-lead projects that are happening from our
older students…our aim is… we’d like to nd more ways
to have it come out of the curriculum as well and I think
that’s been our struggle a little bit more, is how do you
make that happen through the units of work?...
– MYP teacher
Services as action is one thing, that’s something that we
had agged in our evaluation, self-evaluation and that’s
also that was something that came back from the visiting
team, it’s not imbedded in the curriculum, the in-depth
reections that students have to do on ManageBac are
very often not in-depth, just a statement and not all
students are doing it – MYP Administrator
In the third category we nd schools that
provided support to students in engaging with local
organizations and guiding them through the process.
Schools in some cases provide students with a list of
organizations they can contact without students being
able to select a specic project. Particularly in private
schools, there was more emphasis in students working
with local organizations as a way to help the community
(charity and volunteering were the two main assets for
community engagement). Teacher support varied from
little involvement with students doing most of the work
(selecting a project, connecting with a local organization)
to cases in which projects were teacher-driven, particularly
regarding the community project.
In the community project that we do, we make a team
and we have a teacher who is guiding us in how to do
it but in itself, you are not assigned to “you have to do
this” they give us the freedom to say what we want…You
present your idea and they tell you if it is possible or not
– MYP student
When schools incorporated service as action into the
classroom, it was the administration/leadership that
required some sections of units taught during the year
to have an explicit service as action link. In one school for
example, the MYP coordinator restructured the way the
service as action requirements are implemented. For MYP
years 1, 2, and 4, students participate in at least one fully
developed service as action unit, while leaving MYP year
3 and MYP year 5 to the community and personal project
requirement as per the guide.
SUPPORT
to the implementation of service as action
BARRIERS
to the implementation of service as action
At many schools there are unique
service as action coordinator
positions as well as an ample number
of supervisors to oversee and guide
student projects. Coordinators are said
to help with identifying community
organizations for the school to pair
with and check with supervisors to
make sure that students are making
progress on their projects.
Teachers at several sites are
provided with enough planning
time to integrate service as action
into the classroom.
In-class time set aside for
students to work on service
as action projects.
Given the amount of work for students
to identify and connect with local
organizations and carry out the projects
paired with what it takes for teachers to
help manage, coordinate and oversee these
projects, service as action is not given as
much attention as other strategies.
A limited teacher and coordinator
understanding as to how to
integrate service as action into the
classroom and unit plans as well as to
manage and oversee community and
personal projects.
The school requires that at least
one service as action unit be
conducted per year (as detailed in
the text above).
Legal/labour limitations prevent
some schools from considering
planning for service as action
because the demand it places
on teachers would mean that
they would need to remove the
requirements for other strategies.
Provocations
Can schools and local/global organizations not only devel-
op collaboration but become partners in service?
How can schools develop projects that tackle community
needs and allow students to reect with the community
about how the projects meet/did not meet their needs?
What strategies/processes facilitate the implementation
and in-class integration of service as action in the specic
school context?
What systems can ensure a protracted service learning
experience and service learning class integration without
overloading teacher planning and timetable (increase the
demand)?
Summary
• Across both data sources (teacher surveys and
school visits), teachers and coordinators felt
service as action was highly important, however
connecting out of class projects with in-class
activities occurred infrequently.
• Similar to survey ndings, which indicate that
teachers found it challenging to provide students
with opportunities to help-solve real world
problems in their community, a signicant number
of schools visited had project requirements that
were not connected to service at all.
• In both surveys and site visits, when students
got to choose their service projects, and/or their
projects were interesting, they viewed them more
positively.
• Key supports to frequent, well-integrated service
projects were having:
o designated service as action coordinator
positions
o sucient student supervisors
o ample planning and coordination time
• Key barriers to service as action were:
o de-prioritization due to the overall
demands ofMYP implementation
o limited teacher and coordinator
understanding
o insucient systems to support
implementation
Background
In mid-2015, the IB commissioned the Claremont Evaluation Center (CEC) to lead a multi-year research project on the MYP:
Next chapter’s implementation and impact. The CEC study provides a wealth of data about what the implementation of
the MYP curriculum looks like around the world in critical curriculum components.
Based on this multi-year research, the IB has identied three themes that categorize nine high-quality implementation
strategies for the MYP:
• Collaborative strategies
• Key strategies
• Optional strategies
The IB will disseminate the CEC research ndings in form of reports for high-quality implementation strategies and many
other resources to support schools in further implementing the MYP programme.
Find out more: www.ibo.org/implement-myp
