Andrew Dolloff

  • Senior Lecturer
  • Director of the Southern Maine Partnership

Bailey Hall, room 8, Gorham campus 

Education

  • PhD in Public Policy with a concentration in Educational Leadership and Policy, University of Southern Maine, 2015
  • MS in Educational Administration, University of Southern Maine, 1995
  • BS in Secondary Education – Biology, University of Maine at Farmington, 1987

Dr. Andrew Dolloff is a 40-year veteran of public schools, having begun his career as a high school chemistry teacher and serving in a range of leadership positions from Athletic Director to High School Principal and, for 17 years, Superintendent of Schools. Andrew led four National Blue Ribbon Schools of Excellence and, at various points in his career, was recognized as Maine’s High School Principal of the Year, Maine’s Superintendent of the Year, and the Outstanding Superintendent of 2020 by the New England League of Middle Schools.

Having authored two books on school leadership, Andrew has keynoted school leadership conferences throughout the country and continues to consult with school districts as a leadership coach, expert witness, organizational expert, and strategic planner.

Andrew has served as an adjunct instructor of graduate studies at the University of Southern Maine since 2000. In fall 2026, he was named Director of the Southern Maine Partnership, a collaborative effort between the University’s Educational Leadership staff and PreK-12 school leaders to ensure the appropriateness of graduate offerings and provide professional development opportunities for local educators at all levels.

Resource Allocation in Maine’s More Efficient Public High Schools

This mixed-methods study compared three-year average operating expenditures and resource allocation practices and policies of nine Maine high schools that had been identified in a previous study as being “more efficient” with those of nine “typical” Maine high schools. The study attempted to determine if more efficient schools allocate resources differently than typical schools.

The quantitative portion of the study considered expenditures of 18 Maine high schools over a three-year period using three resource models: The Maine Department of Education (MDOE) warrant article model; the National Center for Education Statistics (NCES) account code model; and the Roza and Swartz (RS) School Spending Profile.

Expenditures were sorted by object type, and the average percent of total per-pupil expenditures was determined. Comparisons among the three resource models were made through the use of descriptive and inferential statistical procedures, and the calculation of effect sizes.

The qualitative portion of the study consisted of interviews with six school administrators representing three more efficient high schools and three typical high schools. Additional qualitative analysis was conducted through a document review of fiscal policies for each of the schools. Through the qualitative study, the researcher sought to determine if more efficient high schools followed different practices in allocating expenditures than did typical high schools.

The Trust Imperative: Practical Approaches to Effective School Leadership (Rowman and Littlefield, 2022)

ISBN-13. 978-1475862195

School leaders face increasingly complex challenges that often result in controversies that bring unwanted publicity to their schools or themselves. Developing effective and efficient leadership practices that nurture a culture of trust throughout the school community allows leaders to face adverse situations with greater consistency and stability.

Trusted provides school leaders with a practitioner’s perspective on how best to foster a culture of trust throughout the school community, with specific strategies and examples to be adapted and followed that can transform the work of the school leader.  Applying theory to practice, readers will leave each chapter with renewed or revised thinking about their own leadership style and practices, improving their own work life and creating an organization where everyone wants to work.

Leading with Intent: Lessons from the Field in School Leadership (Bloomsbury, 2026)

ISBN-13: 978-1475875263

Trust in public institutions has been on the wane since the 1960’s. While local schools have consistently enjoyed greater levels of trust than other public institutions, the recent political climate is contributing to significant challenges for school leaders throughout America. Fostering trust is a critical role of educational leaders, from the elementary school to the district office. This book will compile proven strategies from schools throughout the country – and beyond – that aim to deepen, or repair, the trust between schools and their constituents.

School leaders need practical texts they can read quickly that will help them improve their practice and create an organization where people are motivated and supported to excel.  Each chapter in this book will provide specific strategies that can be adapted for each reader’s specific setting, allowing them to deepen the trust they have with various constituents, improving school culture, and raising student performance.

Memberships and appointments

  • Measuring What Matters Working Group, Maine Department of Education
  • Executive Committee, Maine School Superintendents’ Association
  • Legislative Committee, Maine School Superintendents’ Association
  • Educational Leadership Advisory Board, University of Southern Maine
  • International Advisory Board of the Harvard Graduate School of Education’s Principals’ Center

Bailey Hall, room 8, Gorham campus 

Education

  • PhD in Public Policy with a concentration in Educational Leadership and Policy, University of Southern Maine, 2015
  • MS in Educational Administration, University of Southern Maine, 1995
  • BS in Secondary Education – Biology, University of Maine at Farmington, 1987