photo of Dr. Andrew R. Dolloff, Superintendent of Schools

Superintendent Updates 2023-2024

September 2023

Dr. Andrew R. Dolloff, Superintendent of Schools

Jill Pettengill, Administrative Assistant to the Superintendent

101 McCartney Street, Yarmouth, ME 04096


Fax: 207-846-2339

Open 7:30 AM - 4:00 PM, Monday - Friday

Superintendent of Schools

Leadership Profile: Dr. Andrew R. Dolloff, Superintendent of Schools

Andrew Dolloff was named Superintendent of Schools in Yarmouth on July 1, 2014, after completing five years in the same position in Maine RSU 21 in Kennebunk. Andrew is a 37-year veteran of Maine public schools, having begun his career as a chemistry teacher and basketball coach in central Maine before moving into school administration in Greater Portland in 1996. Over the past 29 years he has served as a superintendent, assistant superintendent, high school principal, high school assistant principal, and athletic administrator.

Andrew was named Maine's Superintendent of the Year in 2021, while the New England League of Middle Schools recognized him with its Superintendent Award in 2020. In 2004, Andrew was named Maine’s Outstanding High School Principal, and in 2005 he was named to the International Advisory Board for the Harvard Graduate School of Education’s Principals’ Center. In recent years, Andrew has served on the Executive Committee of the Maine School Superintendents' Association (MSSA), and on the Campaign Cabinet of the United Way of Greater Portland. Currently, Andrew is Chairperson of the advisory board for the University of Southern Maine’s Educational Leadership program and the New England School Development Council. Since 2015 he has served on the MSSA Legislative Committee, serving as chairperson since 2021.

Andrew completed his bachelor's degree at the University of Maine at Farmington, his Master's degree at the University of Southern Maine, and advanced studies at both the University of Southern Maine and the University of New England. In March of 2015 Dr. Dolloff completed his Ph.D. in Public Policy with a concentration in Educational Policy and Leadership at the Edmund S. Muskie School of Public Service at the University of Southern Maine, where his dissertation focused on resource allocation in Maine’s more efficient public high schools, one of which is Yarmouth High School.

Superintendent Goals

As part of the annual Superintendent Evaluation process, the Yarmouth School Committee expects that the superintendent will identify several goals in various areas of responsibility pertinent to district leadership. Although those annual goals will be specific to tasks identified in our strategic plan (seen elsewhere on this page), there are several overarching areas of responsibility that deserve the superintendent's attention each year.  Dr. Dolloff addresses those areas in the following post:


In his book The Daily Disciplines of Leadership, Douglas Reeves defines leaders as “the architects of improved individual and organizational performance.” The implications of this analogy are that the successful leader designs, but does not alone do the work of building; the leader is dissatisfied with the status quo – though not necessarily discontent (an accurate description of our current state); and that leadership is inclusive of individual and organizational performance. Through my work in Yarmouth, I strive to effectively challenge administrators, teachers, and other staff members to improve individual and organizational performance on a daily basis.


Pedro Noguera is one of my favorite researchers. Pedro is currently at UCLA, but I had the good fortune to experience his teaching for a short time at Harvard’s Principals’ Center, where he said to us, “You must change the culture of the school, not the organization (of the school), as it is the most important feature of high-performing schools.” I believe this to be a critical component of the role leaders play in public schools. Without the appropriate culture, no amount of curriculum review, standards revision, or changes in the teacher evaluation process will impact student learning in a positive way.

Richard Elmore, another Harvard researcher, has found that, “The process of improvement is fundamentally about changing the culture of schooling, and cultures change through face-to-face relationships.” From my first day in the district, I have attempted to center my work around this belief. In my efforts to provide Yarmouth’s youth with the best possible education, I will work to create a culture that is safe (in every sense of the word), respectful, optimistic, rigorous, and focused on improvement. As part of this work, I will focus on communication between schools and parents, relationships between and among professional staff and our community, and consistent modeling of the ethical behavior expected of a highly visible public official.

Teaching and Learning

Several years ago, the Center for Education Policy, Applied Research, and Evaluation (CEPARE) conducted a study of Maine’s high schools, making use of several measures to identify schools that are “higher performing”. Yarmouth High School is one of these schools. Upon further study, CEPARE identified common characteristics of these higher performing schools, the most significant being that they focus on intellectual work in two ways:

i. Students engage in intellectual work that involves academic knowledge and skills as well as social and behavioral learning.

ii. Adults engage in intellectual work to create instructional practices, curricula, professional learning programs, and leadership roles that improve student performance and are informed by assessment and experience.

Without exception, my work will be directed toward maintaining – and improving – the academic focus of our schools, by providing updated, coordinated, cyclically-reviewed, relevant and rigorous curriculum, and ensuring that we properly supervise and evaluate teachers and administrators with clearly stated goals and expectations, providing feedback and professional development opportunities that further our mission.


Too often, school leaders neglect the operations side of the house. I have found learning about the financial, human resources, and facilities aspects of public schools has opened up a whole new realm of challenges for me. Because these topics are foreign to many educators and members of the public, it is vital that we understand, and communicate well, the intricacies of collective bargaining agreements, school funding mechanisms, and building operations. I will hold myself to the highest standards in this area, working diligently to plan and manage our finances and properties well, and to provide the School Committee and the community with the information necessary to make informed decisions about the allocation of resources.

2023-2024 School Committee Priorities and Superintendent Goals

On September 14, 2023, the School Committee identified several priority areas to be addressed during the 2023-2024 school year. Superintendent Goals were developed consistent with those priority areas.

School Committee Priorities

Priority 1:        School Culture and Climate

a.               Continue to support the work of district staff in ensuring authentic practices and policies are in place to provide high-quality academic, personal wellness, and extra-curricular programming with equity of access for all students.

b.                       Work with the District Leadership Team to evaluate accessibility of existing programs and ensure equitable access for all students. Consider transition of Equity Task Force to a School Committee subcommittee (possibly labeled the “Mission Committee”) to ensure a more global perspective and encourage implementation of practices and programs that promote our core values for all students.

c.                        Provide the resources necessary for completion of the Equity Audit, hear a report of the auditing firm, and supporting the District Leadership Team as they develop and implement plans in response to recommendations.

Priority 2:        Programming

a.               Consider Program Review items proposed by the DLT and from within the School Committee to ensure continual improvement remains in focus.

b.              Support the District Leadership Team as they operationalize Year Two of the Strategic Plan.

Priority 3:        Resources

a.               Review the District’s financial commitment to specific academic and extra-curricular programs, the impact of those programs on student experiences, and the level of support required of the community, families, and students for such programs to thrive.

b.              Negotiate a fair successor collective bargaining agreement with the Yarmouth Education Association, Ed Tech unit.

Superintendent Goals

Goal 1:             Safe and Equitable School Culture and Climate         

a.               Oversee completion of an Equity Audit, providing a final report to the School Committee, Staff, and Community and developing a response to any recommendations that promote equity in our schools.

b.              Oversee implementation of the Centegix Rapid Alert System and our revamped, nationally-normed crisis response plans, and provide training and organization for the District Crisis Intervention Team.

c.               Support building-based administration in ensuring schools are safe places for all students by continuing our work to reduce substance use and distribution in the schools.

d.              Place continued focus on Yarmouth Schools’ Mission and Core Values as decision-making guardrails to ensure commitment to the Strategic Plan at all levels of the organization.

Goal 2: Continuously improving Student Programming

a.               Continue implementation of Beyond 2020 – our current Strategic Plan -  by reviewing, revising (if necessary) and adopting the Action Strategies matrix proposed by the District Leadership Team (DLT) and supporting the work necessary to address Year 2 strategies (attached).

b.              Address workshop requests and, with input from DLT, develop Program Review items and presentations for School Committee consideration, such as a review of academic support services and completion of in-house custodial expansion.     

Goal 3: Efficient and effective use of district resources

a.               Provide the School Committee with a thorough review of athletic and co-curricular programming, including identification of funding sources and allocations, student participation levels, and anticipated needs.

b.              Explore potential expansion of partnerships with surrounding districts to maximize efficiency of programming and staffing.     

c.               Support the School Committee as they negotiate a successor collective bargaining agreement with the Yarmouth Education Association, Ed Tech unit.