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As our state and nation strive to improve student growth and create a high performing educational system, we often see negative side effects that mirror the political divisiveness so prevalent in our society today. We have witnessed this phenomenon in the discourse around Common Core, student growth and performance, teacher salaries and evaluation, the role of unions and many other issues.

Many individuals and organizations look toward the formal structures within institutions like the Department of Education (DOE), the Board of Education (BOE) and the Legislature to tackle these issues.

I believe, however, that we have some solutions within our grasp that are outside of these formal organizations. We can reform our school systems by creating a welcoming environment for community members to join educators and share their knowledge and experience. We must reconnect our local communities to public schools.

People can be motivated to help for many reasons. A common motivator is the desire to make a difference where they live. Many people view the quality of the local schools as an indicator of the current and future quality of their community. This motivates many people to join PTAs or run for school boards.

Another enabler for community involvement is spare time. According to the Center for Disease Control’s Measure of America, the residents of Hawaii enjoy the longest life span of any state in the nation, and this speaks to an important opportunity for public education. Either from local retirees or transplants from the mainland, our state enjoys an untapped human resource at a greater level than any other in the nation. Why not tap into this vast capacity of experienced, wise and vibrant people for our schools?

A relatively easy first step is to initiate volunteer programs led and staffed by community members rather than teachers and administrators. This type of community engagement happens more frequently at the elementary level. The invitation from elementary schools for community and parent participation in cultural, arts, enrichment, and literacy programs falls on more fertile soil than at the secondary level.

Mentors build capacity and confidence in the students, and they frequently report that they value and look forward their sessions every week.

I fear some community members may assume they have nothing to add to high school students. This is particularly true when it comes to math education. When I introduce myself as a math teacher around town, many people share their anxiety or frustration with their own high school math education experiences. As a secondary teacher of math as well as career and technical education, I believe that the tangible benefits of the community in my classroom are vast and should be formally developed.

Community members can share experiences, serve as mock interviewers, lead extra-curricular teams, or just come and talk with students who need positive, adult role models at a transitional stage of social and emotional development. The role does not have to be overly time-consuming for the impact to be measurable.

I am honored to have four community members who come into my classroom weekly and work with my students. Some have technical ability and advance the students’ content knowledge. Others listen to the students and provide feedback on ideas, projects, and plans based upon their industry experience. The time is not always structured and frequently strays away from the plan into personal, productive conversations. These mentors build capacity and confidence in the students, and they frequently report that they value and look forward their sessions every week.

Increasing the community’s presence to the school system certainly is not a new concept. It is not something that is politically controversial or in need of comprehensive research analysis. This is something that makes sense to just about everyone and was common years ago. Yet, today, this tool remains far from the standard within public schools.

My hope is that anyone willing to read this piece is willing to try and do something about it. To teachers, I encourage you to invite people you know into your classroom to be advocates, supporters, and resources for the students. To administrators, create an environment that supports teachers in incorporating this important resource and celebrate volunteers frequently and publically. To policy makers, seek ways of lowering the barrier to entry for volunteers while ensuring the safety and security of school campuses.

To those not involved in education, find a way to get involved. Whatever frequency, and in a variety of capacities, we want and need your support in helping our students learn and grow.