Thrive here,
then everywhere

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!

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.”

When Khelsi Petigny ’22 left Brewster after a standout academic and basketball career, she didn’t expect the sense of loss she’d feel at the University of San Francisco. She didn’t immediately make best friends, missed home, and—perhaps most acutely—couldn’t find her place in the sport that had always anchored her. Instead of stepping back, Khelsi leaned into the lessons Brewster had taught her. What happened next was transformative.

Khelsi Petigny felt fairly lonely when she first went to her college’s rec center to play basketball. It was October of her freshman year, and she had yet to find her place or her people. So she sought out a court, hopeful to reclaim the sense of camaraderie she’d felt at Brewster.

Unfortunately, it wasn’t there. Instead, she was the only girl on the court. She had to fight for a spot to play in the pickup games (especially difficult after a shoulder surgery her senior year at Brewster). “Having played organized basketball my entire life, I felt kind of lost,” she says.

So next, she looked into intramurals. This time, she found herself on a co-ed team fulfilling one of the two “mandated” female player roles, and no closer to a sense of belonging than when she started.

And just like that, she was out of options. At least, the existing ones.

“I was shocked to learn that my school didn’t have a club women’s basketball team,” Khelsi recalls. She contacted the club director to see what it would take to start one, and received a stack of forms. Khelsi returned sophomore year, alongside a few women from the intramural league, with a complete proposal covering budget, travel, and uniforms. “We just kind of winged it,” she admits. Their persistence paid off: the proposal was approved.

Thus began the project that would define her college experience: founding, captaining, and even coaching USF’s first women’s club basketball team. “Our first tryouts were amazing. We had more than 50 girls,” she recalls, still awed by the demand she’d uncovered at USF. “My assumption was that there must not be enough girls to have a club women’s team. But clearly that wasn’t the case.”

The inaugural season was a learning curve. Khelsi wore every hat: co-founder, president, coach, player, captain. “I learned I cannot do all those,” she laughs, though she’s grateful for the perspective it gave her.

The club team’s first season had a mixed record–5-5 overall–but the wins and losses were hardly the point. Khelsi had created a home for herself–and for others. And the second year solidified everything. Even when sidelined by a foot injury, Khelsi leaned into leadership as coach and mentor. “I was really just grateful to still be in it, and I was enjoying myself coaching,” she says. The squad, run entirely by students, was the only self-coached club team in California. (Fun fact: so new to the process, they didn’t know that they could hire a coach–but this minor oversight only made the experience more special.)

It’s also worth noting that their team was recognized as USF’s Rising Club of the Year Award in 2023, a huge milestone for a brand-new team. And for the 2024-25 year, their team was awarded the highest GPA among all club sports teams at USF.

“Brewster introduced me to the idea that it’s so much bigger than basketball,” Khelsi said. “That’s something we try to implement to our program.” Under Khelsi’s leadership, the team regularly does community service work. They also engage in discussions and projects for heritage months and their different identities.

“We can practice and we can play games, but that’s not what this is about,” Khelsi says. “This is a community. It’s so much more important than you think to have a place to call home, to have people to call family, and to have friends that share the same passion and mission with you. I think it’s essential.”

The roots of this leadership run deep. At Brewster, Khelsi learned that being on a team “wasn’t a question of whether we were going to value chemistry and family and respect on and off the court,” she says. “You can’t just go out there and play basketball. You have to trust each other, know each other, and want to do this for each other. Basketball is almost secondary.” She credits this philosophy to the reason for her Brewster team’s success, which won the NEPSAC Class C Championship her senior year.

It’s also key to her club’s success. In just their second season, the team earned a #2 seed in the California National Club Basketball Association (NCBBA) playoffs and won the California Regional Championship.

Still, Khelsi’s favorite moment wasn’t a win. After a regular game in February, she looked around at her club team–composed of players from a variety of high schools and basketball experiences–and the full extent of her impact hit her. “I ended up crying after this one game,” she recounts. “When I first got to school, that feeling of loneliness was so wild. Creating what I didn’t have, and providing that for others—I just felt overwhelmingly grateful.”

She takes pride in her legacy. “Knowing that we have freshmen who have grown up on our team, and they’re now entering their junior year, is awesome.  We’re preparing them for taking on this role when we all graduate.”

Khelsi, a psychology major, is already planning on pursuing a career in athletics after graduation–a decision that also has roots from her time at Brewster. During her spring season at Brewster, she worked with Brewster’s Athletics Operations Coordinator Drew Bridgeman. “That athletics job really cleared things up for me about how much I loved working in the realm of sports.”

She’s already finding sports outlets outside of college, coaching youth players in California and using every piece of wisdom Brewster gave her. She tells her girls: “If you can’t do it for yourself, do it for your teammates, your parents… your little brother, your little sister, watching you, following you in your footsteps. That’s all that matters.”

For Khelsi, through every chapter of her basketball journey, one thing remains constant. Basketball may be the activity, but the real result is something much greater: a place where people come together, belong, and find a family that, like her Brewster bonds, never fades. 

Cristina Salazar joined Brewster’s World Languages faculty this year, teaching Spanish and serving as CLP of Fox House. Originally from San José, Costa Rica, she discovered her passion for teaching while volunteering at a middle school, which led to career moves including high school Spanish teacher, English teacher in Italy, and paraprofessional and substitute in N.H. A self-described “Model UN geek,” she has coordinated cultural events and earned recognition as a Model UN award recipient. Ms. Salazar was a competitive soccer player, once scouted for Costa Rica’s U17 national games. Let’s get to know her better!

Q. Please tell us more about how you became a teacher. We hear you had a job in education before you even graduated from Bates College!

A. I became a teacher through an Education & Politics, Community Engaged Learning course, where I volunteered at the local middle school. There, I was advised to apply to be a substitute for the district and found my way to a Spanish teaching position at Lewiston, Maine’s high school my last semester of college at Bates. I fell in love with teaching through that experience!

Q. And going back a step, you had some leadership roles in your undergrad years, correct? 

A. Yes, I was the Social Justice Intern for the Bates Communication Office, a Dana Scholar nominee, and was a Harvard Secondary School Program Student. I was also a manager for one of the oldest Bates traditions called the Village Club Series for two years.

Q. What’s the Village Club Series?

A. It’s a coffeehouse-style setting on Thursday nights where students perform. It can run the gamut from comedy and music to magic and poetry.

Q. And your bio says you loved Model UN. Tell us more about that.

A. I am a Model UN geek! I loved debating throughout my high school years, and I was feared at conferences because I never lost—I even won the Model UN Honorary Award in 2021.

Q. I assume you love to travel, too? 

A. Yes, I have visited 10 countries, learning Italian along the way.

Q. What was your focus in your education training?

A. I had four “GECs,” which stands for General Education Concentrations: 1. Identity, Race, and Ethnicity. 2. Class, Inequity, Poverty, and Justice. 3. Dance. 4. Knowledge, Action, and the Public Good. I also studied gender and sexuality studies in college. It was going to be my minor, but the seminar I needed to finish in my last semester in college was only once a week, and did not match my schedule. However, I am still very passionate about learning and advocating for those whose voices are overlooked.

Q. That’s an impressive lineup…and you managed to squeeze dance in too! 

A. I dance the salsa, bachata, dancehall…anything! I really enjoy dancing and working out—and cooking.

Q. Any specialties in the kitchen?

A. I love making my mother’s famous cheese tortillas. My partner, Jhon Henry [yes, that is the correct spelling], makes amazing arepas. He’s Venezuelan and a great cook—and a basketball player. The way to my heart is definitely through sweet treats.

Q. As an athlete, soccer was your sport. Where did that path take you? 

A. I was a cheerleader, gymnast, and ballet dancer before committing to soccer. I was doing everything at once for a while (I guess I’m insane!), but was scouted to participate in the U17 Costa Rican Women's National Games. I loved it. I was center defense for many years, but became a goalie and grew from there. But I fractured my pinky finger on my right hand and have had three surgeries, which made me retire.

Q. Well, I’m sorry about the injury, but glad it led you to teaching and ultimately Brewster. What appeals to you about being here?

A.  Brewster has a distinguished collaborative characteristic, and I like the way everyone in the community gathers together to make it better, fun, and enriching for everyone in it.

Q. What are some things people might find surprising about you? 

A. Everyone calls me “Crispy,” but students will call me Ms. Cristina. My mom, my brother, and almost my whole family are singers and musicians, so I'm very knowledgeable about music, as I grew up around it, and it's an essential part of my life. I love tattoos and have a total of 10 tattoos.