When Andrew Dolloff talks about school leadership, it’s not from an ivory tower of theory. It’s from the trenches of public education, shaped over 38 years of experience. As the superintendent of Yarmouth Public Schools in Maine, Dolloff has spent decades learning what makes schools thrive—and what causes them to falter. At the heart of it all, he says, is one powerful but often overlooked element: trust.
“People have expectations that they can trust their local schools and their local school leaders,” Dolloff says. “And if they don’t feel that, schools can’t perform at the level they should.”
Dolloff’s ideas on trust are so central to his philosophy that he’s written a book and built a website around them, both titled The Trust Imperative. But this focus wasn’t always front and center for him. He admits it took time—decades, in fact—for the concept to crystallize.
“I wish I had been more clear on this at my 10- or 15-year mark,” he reflects. “It really came together for me later in my career, through working with aspiring school leaders and hearing their frustrations. What I realized was that so many of their issues boiled down to trust—or the lack of it.”
The deeper Dolloff dug into the topic, the more he found. Drawing from the research of trust scholars like Paul Zak, Douglas Reeves, and David Horsager, he began to see how trust shapes not just school culture, but even brain chemistry—how people respond differently in high-trust versus low-trust environments. But rather than remain in the theoretical, Dolloff turned his focus to practical applications: What does trust actually look like in a school setting?
“It’s easy to talk about trust in lofty terms, but I want to know: What are you doing from 7 a.m. to 10 p.m. that builds it?” he says. “Are you involving students in policy decisions? Are you present in the community? Are you communicating clearly and consistently?”
That intentional, boots-on-the-ground approach to leadership has guided Dolloff throughout his career. But it hasn’t always been smooth sailing. He openly shares his struggles—especially when it comes to curiosity.
“At the times when I’ve been at my weakest as a leader, I’ve probably been at my least curious,” he admits. “I’d walk into meetings thinking I had to have all the answers. Over time, I’ve learned to enter those spaces with questions instead.”
It’s a small shift, but one with major implications. He now advises other school leaders to begin meetings with two questions already in mind—just enough to spark dialogue and show a willingness to listen.
“Seek first to understand, then to be understood,” he says, quoting The 7 Habits of Highly Effective People. “That’s how you build trust—not by commanding it, but by showing it.”
And that philosophy extends to how Dolloff interacts with teachers and students alike. Leadership, for him, isn’t about being the “big boss”—it’s about being real, being visible, and being present in people’s lives. He recalls how something as simple as asking about a teacher’s child’s school play can make a lasting impact.
“It sounds like a small thing, but it takes intentionality,” he says. “In a business setting, we’re so focused on tasks that we forget it’s the relationships that matter.”
Dolloff also champions what he calls an “empowerment leadership orientation,” as opposed to one focused solely on accountability. In an empowerment model, leaders provide resources, voice, and opportunity—believing that accountability naturally follows.
“When people are empowered, they want to be accountable,” he explains. “They feel a sense of ownership because they helped shape the expectations and practices. That’s where real commitment comes from.”
But Dolloff’s leadership doesn’t stop at the schoolhouse door. He’s also acutely aware of the public’s perception of education—and the growing distrust of public institutions. He cites surveys showing that while Americans often distrust public education in general, they still have confidence in their local schools. The disconnect, he says, is troubling—and speaks to the need for better communication.
“In every interaction, we’re either building or detracting from trust,” he says. “Even something as simple as using too much education jargon in school board meetings—if people don’t understand what we’re saying, we lose them.”
He advocates for a more intentional effort in telling the stories of public education—not just through district newsletters or social media posts, but also by partnering with local reporters who can help amplify positive messages in the community.
“You definitely want to be the one telling your story before someone else does,” Dolloff advises. “But don’t over-saturate your audience. Balance is key.”
As he looks toward the final years of his career, Dolloff is still learning, still asking questions, still growing—proof that even veteran leaders can evolve. His legacy, though, may well be the mindset he’s helped foster among future leaders: that trust is not just a soft skill, but a strategic imperative.
“Trust is the foundation,” he says simply. “Without it, nothing else works.”
To learn more about Andrew Dolloff’s work, visit trustimperative.org or explore his district’s initiatives at yarmouthschools.org.
Listen to our entire discussion on Spotify, YouTube, or Apple Podcasts.