Thrive here,
then everywhere

PJ Tessier joined the History faculty this year, teaching AP and elective Economics. He also serves as the Head JV Girls’ Hockey Coach and Head JV Boys’ Lacrosse Coach. A former student-athlete himself, Mr. Tessier played lacrosse at Elmira College and later Nichols College, graduating from the latter. Read on to get to know this New Hampshire native a bit better.

Q. Let’s get personal right off the bat: We hear you are a newlywed!

A. Yes! I live here on campus with my wonderful wife Kiersta, and we just celebrated our wedding at the Hiland Park Country Club, in Queensbury, N.Y. surrounded by all of our family and friends. Major kudos to my in-laws, the Pinos, who threw a great party at their own home the following day!

Q. Kiersta is in education, too, correct? 

A. Yes, she teaches nearby at Kingswood Middle School. We enjoy getting outside, and especially live music and horse racing come the summertime. If you see us around campus, please come say hi! We are also close to my parents, as I grew up in nearby Mirror Lake. You may see us at the rink, golf course, or just out to eat downtown.

Q. Before joining Brewster, you worked at Fidelity Investments as a broker and financial planner. How does your experience there shape the way you now teach economics?

A. I have come at this year with a goal to bring as many real-world examples to the classroom as possible. I am bringing in guest speakers as we cover different topics, so students have the opportunity to hear from someone in the field, and can have the chance to ask questions of someone who was once in their shoes, seeking a career in finance or economics. My role before Brewster also allowed me to speak with clients from all different backgrounds and walks of life, which has been helpful in my transition to Brewster with such a diverse student body. 

Q. What first sparked your interest in economics, and how do you make the subject come alive for your students?

A. My mentor, a local gentleman, introduced me to financial planning as a career. This opened my eyes to how some of the shifts in our day-to-day life played into the economy as a whole. I like to use real-world examples when working through topics in class. For example, in our elective economics class, we relate our learning on supply, demand, opportunity cost, etc. to a stock of the students’ choosing. It helps to bring some tangibility to the subject that is largely theoretical.

Q. What’s one “aha!” moment you love seeing (or that you hope to see) students have in your classes?

A. I really enjoy seeing enthusiasm in what we cover. As we introduced the stock market project, there was a bit more buzz in the classroom as the students talked through what they wanted to cover. I hope to see this carry on as we dive deeper under the hood into the market and some of the drivers that make the economy tick.

Q. You describe yourself as a “lifelong student of money.” If you could design your own currency, what would be on it?

A. You have to start with the portrait in the middle, and I would love to claim the spot, but that would be a bit too vain. I would have the bald eagle front and center, and being a New Hampshire native, the Old Man of the Mountain on the side with Lake Winnipesaukee on the back.

Q. As someone who played collegiate lacrosse and now coaches two JV teams, how does your athlete/coaching experience influence your teaching, and vice versa?

A. I will start by saying how much I love not only lacrosse, but sports in general. One of the reasons Brewster was an attractive option for me was the opportunity to return to coaching sports that I have an interest in. I also enjoy bringing teamwork to the classroom, in group work helping to push everyone along. When working in a group, there can’t just be a single participant contributing to success; each team player has to carry a bit more of the weight. I see it as an opportunity to flex knowledge through teaching each other what we know and soaking up what we don’t in a close setting.

Q. Let’s say that among hockey, lacrosse, and golf, you can only play one for the rest of your life. Which do you choose, and why?

A. This is a tough one, but I have already checked out of competitive lacrosse due to its physical nature. I am going to stick with hockey. I have met some of my closest friends post-college through teams and leagues, and the camaraderie is important to me

Q. You’ve shared that you have some pretty diverse hobbies and interests. Let’s tackle the stickiest and tastiest first: We’ve heard you are an aspiring pitmaster—what’s your signature BBQ dish?

A. People say brisket is the best BBQ, but smoked wings and salmon take that ranking for me.

Q. Model railroading is another passion of yours—what draws you to it, and do your students know about your hobby?

A. I love history, and combined with some of the largest companies, takeovers, and bankruptcies of all time, the railroad industry tells a great story. I think only a handful of students know at this point, but in this hobby, the more the merrier! Shout out to the Worcester Model Railroad Club!

Q. Are you involved in any way with the new Lakes Region Railroad Museum project, which is trying to open near the old Railroad Station in downtown Wolfeboro later this year?

A. I have spoken with John Simms, the project’s fundraising campaign manager, about working with the Museum both as a volunteer and as an educator here at Brewster. While I can't make their regular meetings due to the teaching schedule, this summer and during free times, I will be working to help out on some of their modeling. In fact, the old Klickety-Klack Railroad shop in Wolfeboro was one of my introductions to the hobby.

Q. You’re a busy guy! 

A. Well, my wife and I are incredibly excited to be here and to get involved on campus. I am eager to help facilitate the newly formed Finance Club and to participate in the D&D Club on Thursday nights as well. I hope people reading this will come say hello if you see me around campus—I’m always happy to chat about shared interests!

When families first hear about Brewster’s “academic team system,” they sometimes assume it’s just another way of saying “grade level.” But a Brewster academic team is far more than that. It’s a living, breathing community within the school—where students are known deeply, supported holistically, and encouraged to grow into confident, capable young adults.

“From a student’s perspective, teachers get to know them beyond just the shared academic class,” explains Dean of Faculty Katie Gardner, who also serves as the Dean of Academic Support Programs and Coach for Girls’ JV Basketball. “Our team approach focuses on the whole student—classes, athletics, co-curriculars, and residence life. Students get to build a bond with a smaller community within the school, which builds a level of comfort and confidence.”

This team system traces its roots back to the advent of The Brewster Model in the late 1990s. “I believe the first year may have been 1998,” recalls Academic Dean Matt Butcher. “Teams are really teams, with the same 50 students working with the same six to eight teachers in as many classes as possible. They meet frequently, plan and participate in team events, and work together to ensure that all students are successful.”

That structure means students are seen, known, and guided from multiple vantage points. Teachers collaborate on everything from learning profiles to social dynamics, ensuring that a student’s growth is understood in full. Mr. Butcher, who is also the Director of Summer Programs and Head Coach of Girls’ Varsity Soccer, describes the Team Leader role as one of the most important—and demanding—positions on campus. “Team Leaders are responsible for keeping their teams aligned with the school and with each other, for helping to ensure advisors deliver our advisory program, and for making sure students are taking advantage of their opportunities and making progress,” he explains. They also help facilitate structure and support when needed, always with the goal of keeping students on track academically and personally. “They’re organized, they set high expectations, but they’re also flexible and know when and how to have fun.”

This balance of rigor and joy is evident in the team leaders across campus. This fall, two first-time leaders emerged. Chris Brown became a Team Leader for the Class of 2026 in addition to his role as a soccer coach and Dean of Equity and Belonging. And English teacher Maeve Connelly helms a 10th grade team. Mr. Brown sees the system as a net that keeps every student in sight. “The team approach works because students can’t slip through the cracks with all the different touch points,” he says. He recalls one student who arrived at Brewster with limited resources, from winter clothes to academic supplies. “Through the team approach, this student was identified as someone needing extra support in all areas of life here. He didn’t fall off the radar, and today he’s playing soccer at a high level in college.” For Mr. Brown, the best part of the job is the camaraderie: “We all get along on a professional level but also bring fun to the table. It’s clear everyone enjoys what we do.”

Ms. Connelly shares that the team leader role quickly showed her how much connection happens outside the classroom. “As a team leader, my role goes beyond the students I teach in my own classes—I’m responsible for supporting every student on the team and working closely with my team faculty,” she says. “Getting to know students outside of the classroom has been my favorite part.” She also credits fellow leaders like Janis Cornwell, Team Leader for 10th Graders and a member of the Instructional Support faculty, and her predecessor, Alicia Wingard, for helping her make a smooth transition. Ms. Cornwell, who has been leading since 2017, describes her responsibilities as “a million little pieces of magic”—from orientation planning and overseeing faculty, to guiding 40 to 50 students and keeping them connected to advisors. What she loves most is the growth: “Seeing students from their first day as sophomores to Moving Up Day in May—it’s awesome. And when they come back and share that they miss ‘Team Cornwell’ and feel gratitude for the journey, that’s incredibly rewarding.”

Longevity is a hallmark of Brewster’s team system. Byron Martin, Team Leader for the Class of 2026, Instructional Support faculty, and Varsity Golf Coach, has been at it for 30 years, making him one of the longest-serving leaders in school history. He describes teams as a “networking support system for students” where “many eyes and views on a student” ensure that no one is overlooked. The 11th grade teams benefit from similar long-term leadership, with history teacher TJ Palmer and Instructional Support faculty member Barb Thomas both guiding juniors year after year. Their experience and consistency help anchor students in what can be one of the most demanding years academically and socially.

Collectively, these leaders embody the qualities Mr. Butcher and Ms. Gardner say are essential: organization, consistency, and above all, care. “Team Leaders learn about their students, they care about them, and they figure out how to best challenge, support, and empower each of them,” Mr. Butcher says. 

“Not all team leaders have to have the same approach,” Ms. Gardner adds. “But they do need to believe in Brewster and believe in kids.”

Yong Kim crossed continents to reach Brewster, bringing little more than a steadfast ambition and the hope of belonging. Years later, he credits those uncertain days with forging the resilience and vision that would fuel his journey from new arrival to CEO, author, and lifelong learner.

When Yong Kim ’96 reflects on his journey from Seoul to Wolfeboro, he remembers the swirling mix of excitement and sharp trepidation—the steep language barrier, the winter chill, and the sense of uncertainty that shadowed his first months at Brewster. He arrived mid-year, far from home, with ample ambition but limited English and no familiar faces.

“All the social groups were already formed when I got there,” Yong recalls. “Everything just felt new. There was a high level of anxiety, and I went into survival mode.” But in that environment of struggle, seeds of transformation quietly took root. The compassion and patience of Brewster faculty and his peers made all the difference. “They gave me the safety net to try different things, fail at them, and realize it would still be okay. That built so much confidence in me,” he says.

Brewster’s influence extended well beyond academics. After an early experience off-campus with racism, Yong poured his emotions on paper. Then, despite being new to public speaking and the language, he stood before the entire school to read his reflections. “With my broken English, I read what I wrote about the experience, what it made me feel, and everyone got up on their feet and clapped. That was the moment I truly felt connected to the Brewster community. Walls came down and friendship blossomed.” That experience, he says, was proof that kindness and belonging were not mere ideals at Brewster, but daily realities.

Forging a Path Guided By Questions

Yong continued to grow at Brewster: “At 15 or 16, it’s hard to know who you are or what you want. Brewster taught me that it’s okay to not have the answers. Instead, keep asking the right questions and keep growing.” At first, he leaned on his fellow international students in the dorm for connections. As his English improved and comfort grew, he became part of a close-knit group in Sargent Dorm. These relationships that would last decades beyond campus.

After Brewster, Yong set off for the University of Chicago, studying economics and mathematics. He considered a future in academia, starting graduate school at Harvard only to realize the academic path was not a good fit. He took a detour into business consulting, then investment banking on Wall Street. It became a world that promised stability and reward, but left him unfulfilled. “I did it for almost 10 years,” he admits, “but every year, I thought, ‘This will be my last.’ The only way out was just to finally say, ‘I’m done.’ So that’s what I did.”

That leap became a pattern of growth: “Big decisions for me were never planned for months or years. If I want to do something, I just do it.” In 2013, with the support of his wife, Linda Kim, Yong left finance and began further soul-searching. Reflecting on the barriers he’d faced as a young immigrant, he saw a persistent mismatch in America’s job market: companies in need of workers, and workers struggling to find opportunities, especially those from diverse or disadvantaged backgrounds. With fellow Brewster alum A.J. Brustein ’98—whom he’d serendipitously discovered shared the same alma mater—they launched Wonolo, a tech platform connecting businesses with skilled and available workers. Ten years later, Yong’s company has helped millions, but the journey has required all the grit and heart he once built at Brewster.

“If I’d known how hard building a company would be, I probably wouldn’t have started,” Yong laughs. “There’s suffering, heartbreak, constant testing of character. But when I hear the stories of people whose lives have changed because of what we’ve built, it wipes away all the heartache. That’s what keeps me going.”

This same drive led Yong to yet another challenge: writing a novel. The process started as a late-night outlet for the pressures of entrepreneurship and turned into a disciplined act of creation. “Finishing a book required just as much discipline as starting a company,” he says, “and you can only do for the love of it.”

After 12 months, he officially published When River Loves Deborah (3M3G Books 2025), a book whose tech entrepreneur protagonist embarks on a journey of love, self-discovery, and second chances. While the story is not an autobiography, Kim said he drew inspiration for storylines that are similar to his life experiences.

The book now sits proudly in Brewster’s Kenison Library.

Advice for Current Students

In 2019, Kim returned to Brewster as the year’s Cooper Series speaker. During his talk, he discussed the importance of failure as a learning tool, and encouraged students to have the courage to fail.

Not surprisingly, his message to students remains consistent. Asked what advice he’d offer today’s Brewster students, especially fellow international students stepping into the unknown, Yong returns to themes of courage, kindness, and self-discovery. “Find your own voice. Block out the noise, ask yourself what you truly want, and have the courage to pursue it, even if it doesn’t fit others’ expectations. And ask for help when you need it. There are always people who want to see you succeed.”

For Yong, the margins of every chapter are filled with reminders not to fear uncertainty, but to embrace it, growing through each challenge. Brewster’s real gift was instilling a lifelong willingness to learn, lead with kindness, and step forward courageously—even when the way isn’t clear.

On Tuesday, we celebrated Grandparents Day—one of my favorite days of the year! I loved the unadulterated joy grandparents radiated when they saw their grandchildren in action and when they had the chance to step, even briefly, into their lives on campus. It was equally special to watch how our students changed in their presence. In some ways, they became younger, more vulnerable. I loved seeing the care our students showed as they proudly guided their grandparents around campus, helped them with lunch in the dining hall, and included them in their classes.

To our grandparents, thank you! Thank you for your investment in your grandchildren’s education. Your support and belief in the value of learning play a key role in their success. Thank you for joining us on campus with such open hearts and evident curiosity. Our faculty loved having 130 new, engaged “students” in classes on Tuesday. Thank you also to the many grandparents around the world who could not make it for this event, but who no doubt are supporting from afar.

A question I get on repeat from grandparents is: Do students realize how lucky they are to be here? (This question is usually followed by: How do I apply?) 

I wholeheartedly believe that our students recognize and appreciate the opportunities they have at Brewster. True, teenagers don’t always express gratitude in ways that are obvious, but I see it in the small moments. I see it when they light up as they introduce their grandparent to a favorite teacher. I see it in the pride on their faces when they show off their work and share their campus with visitors. On a daily basis, I see it in the ways our students do the little things that tell me they are invested in our community—the way they hold doors for one another, work respectfully in groups, and hustle to get to class on time. These small actions show me they value their experience and want to do their part. 

Teenagers can sometimes take a lot of criticism, but I see regular examples that counter the narratives of disaffected youth. I see our students take out their phones to take photos of sunsets and friends, not just scroll through social media (sure, they also post those photos on social media, but they do value the moment!). I see them leave their rooms to join kickball and lead clubs, not sequester themselves watching Netflix. I see deep civic curiosity and engagement, not apathy. And I see students who take the time to slow down. To sit by the waterfront and talk with friends. To take walks on the rail trail. To linger over dinner with friends in the dining hall. 

Yes, I am convinced that our students recognize the gift they’ve been given and the investment their families are making in them. And days like Grandparents Day remind us all of the powerful network of love and support that surrounds them. Seeing that devotion only makes us want to work harder to nurture their growth and help them make the most of their high school years.

Onwards to Fall Family Weekend!