IN THIS SECTION

Faculty and Staff Directory



Mrs. Jessica Askins
Modern Languages Department Chair
Email
Mrs. Michelle Bertany
Benedict XVI Center
Email
Mr. Thomas Cole
Theology Department Chair
Email
Mr. Shawn Coury
Head Football Coach, PE
Email
Dr. Archie Deen
Social Sciences
Email
Ms. Paulina Faraj
Classics Department Chair
Email
Ms. Elizabeth Hetzel
English Faculty
Email
Dr. Bianca Kuczynski
Mathematics, Science
Email
Mr. Matthew Reger
Science Department Chair, Dean of Faculty
Email
Mrs. Jamie Reger
English Department Chair
Email
Mrs. Rochelle Rondeau
Visual Arts Department Chair
Email
Mr. David Rosenzweig
Dean of Houses; Social Sciences Department Chair
Email
Mrs. Natalie Schirra
Social Sciences, Theology
Email
Mr. Brian Scully
Performing Arts
Email
Ms. Jill Stedman
Social Sciences
Email
Mrs. Karin Tarrant
Benedict XVI Center
Email
32 items
Mrs. Jessica Askins
Modern Languages Department Chair
Upper School Faculty

Education:
University of Alabama, M.A. in Spanish and Applied Linguistics;
Auburn University, B.A. in Spanish

Not only do I want my students to learn Spanish and other cultures, but I also want them to feel loved. I want them to have fond memories of Spanish class, so that after they graduate, they will want to continue studying language and become a citizen of the world through travel and language.

Mrs. Christine Bentley
Visual Arts
Upper School Faculty

Education:
Savannah College of Art and Design, M.F.A. in Sculpture;
Georgia State University, B.F.A. in Art Education

Mrs. Michelle Bertany
Benedict XVI Center
Upper School Faculty

Education:
Georgia State University, B.A. in Spanish and English Literature

My students constantly amaze me by how hard they work and the amount of time they put in to complete an assignment.

Mr. Thomas Clements
Theology
Upper School Faculty

Education:
Franciscan University of Steubenville, M.A. in Theology;
Southern Catholic College, B.A. in Sacred Theology

I want my students to recognize the infinite goodness that they possess as human persons. We humans are not created bad and sometimes do good—we are created good and sometimes do bad. Those bad mistakes do not define who we are. We are always forgivable, lovable, and precious in the Father’s eyes. 

Mr. Thomas Cole
Theology Department Chair
Upper School Faculty

Education:
George Mason University, M.A. in History;
Christendom College, B.A. in History

Fides quaerens intellectum!

'Faith seeking understanding' succinctly describes our study of God, who is the source of the true, good, and beautiful.  Truth is convincing, goodness is eloquent, and beauty is compelling; I have the joy of presenting them as we find them in Jesus Christ and handed on by the Catholic Church.
 

Mr. Shawn Coury
Head Football Coach, PE
Upper School Faculty

Education:
University of Missouri-Columbia, M.Ed. in Instructional Technology;
Valdosta State University, B.A. in Secondary Education and Teaching

I am amazed by human movement. I love watching kids learn to push their physical limits. The high school student is raw in physical capabilities—they can quickly pick up good, safe habits as their bodies grow and change. 

Dr. Archie Deen
Social Sciences
Upper School Faculty

Education:
University of London, Ph.D. in Education;
University of London, M.S. in Geography and Environmental Science;
Fourah Bay College University of Sierra Leone, B.A. in Geography and Sociology

A student is successful when they are engaged with ideas and immersed in the historical and geographical accounts and their relevance to a student’s life and aspirations. This intrinsic drive to learn for its utility for problem solving and decision making are critical markers for student understanding and mastery.

Dr. Patrick Devine
Psychology
Upper School Faculty

Education:
Licensed Psychologist, State of Georgia #LP00855
Illinois Institute of Technology, Ph.D. in Industrial-Organizational Psychology
John Carroll University, B.A. in Psychology

Mr. Tom Evangelista
Science
Upper School Faculty

Education:
Vanderbilt University, B.S. in Computer Science and Mathematics

My work as a teacher, coach, and mentor is extremely rewarding. Whether it is mastering an academic skill in the classroom, finding success on the playing field, or simply learning a lesson about being a great servant, I find that sharing in the successes of students is certainly what I enjoy most about my work.

Ms. Paulina Faraj
Classics Department Chair
Upper School Faculty

Education:
Georgia State University, B.A. in Anthropology;
Georgia State University, B.I.S. in Classical Studies

I teach Latin because I find great peace and beauty in structures, systems, and patterns.

Ms. Sarah Giesen
Mathematics
Upper School Faculty

Education:
University of Florida, M.Ed. in Elementary Education
University of Florida, B.A. in Elementary Education

Every day, I come to work with the hope of building better, more meaningful relationships with my students. I want my investment in their lives and their academic success to be blaringly evident. Of all the responsibilities I take on as a teacher, the most important is making those in my classroom feel like others care about them and what they bring to this world.

Mr. Scott Harrison
Science
Upper School Faculty

Education:
Augusta State University, B.S. in Biology

Biology, and science in general, is so vast that its hopeless to try to teach it all within a few years. By introducing students to a small sample of multiple disciplines in science, I hope that they will develop a scientific mind with good lab techniques. With this small sample, I hope they leave with a spark of interest in one of those disciplines and possibly pursue it in higher education.

Ms. Elizabeth Hetzel
English Faculty
Upper School Faculty

Education:
Georgia State University, M.A. in English Education;
University of West Georgia, M.A. in English;
University of Georgia, B.A. in Journalism


I begin each academic year by shaking hands with my students. It's a symbolic gesture that we're entering into a collaborative relationship, that we're partners in the learning process. 

Mr. Nicholas Jalbert
Classics
Upper School Faculty

Education:
College of the Holy Cross, B.A. in Classics

I am happiest when I see a student express openness to new methods for study and observe those methods paying off. I rejoice whenever I see the concrete results of diligence and hard work. 

Mrs. Karen Jimenez
Science
Upper School Faculty

Education:
Boise State University, M.S. in Biology;
University of Notre Dame, M.Ed.;
Middle Tennessee State University, B.S. in Biology

As a life science teacher, I am often asked how I reconcile faith and science and how I teach about both in my class. I tell them, if you want to better understand Shakespeare, you read more of his plays. If you want to better understand Monet, you look more closely at his paintings. Likewise, by studying, observing, and digging deeper in to nature and the Earth, we can better understand its Creator.

Mr. Judson Kilgore
Theology
Upper School Faculty

Education:
Georgia State University, B.A. in Philosophy and Religious Studies

It makes me happy when a student suddenly or gradually finds the deeper meanings of the great mysteries of our faith. 

Dr. Bianca Kuczynski
Mathematics, Science
Upper School Faculty

Education:
University of Central Florida, Ph.D. in Physics;
University of Central Florida, M.S. in Physics;
University of Alabama, B.S. in Electrical Engineering and Physics

Life is a map-less journey of ups and downs, unexpected forks in trails, roadblocks, and dead ends that teaches us who we are. Science is a similar journey. I invite my students on this complex journey, and I want them to take the scenic route—the long way with all the zigzags that sometimes lead us astray—because it’s the unexpected zigzags that teach us the most. It’s never the shortcuts that teach us who we are or that give us insight into an energy conservation problem.

Mr. David Labbe
English
Upper School Faculty

Education:
State University of New York, M.S. in Teaching;
Thomas More College of Liberal Arts, B.A. in Literature

The more you read, the better your writing will be. If you are able to write well, you are better at communicating your ideas. But writing starts with reading. Reading is life changing. Reading can save your life. Read, read, read!

Mr. Pete Radosta
English
Upper School Faculty

Education:
St. Joseph's University, M.S. in Secondary Education;
Georgia State University, B.A. in English Literature

“You never really understand a person until you consider things from his point of view.” – Atticus Finch, To Kill a Mockingbird

Learning is a two-way street, occupied by both students and teachers. As a teacher, I try to consider where the kids are coming from and what they’re bringing to the class, and in doing so, I try to meet them in the middle. I try to engage them on their level, encouraging them to explore and empowering them to take risks. When this happens, there is a sense of wonder and appreciation that is visible on a student’s face. And that’s what teaching and learning are all about: Meeting in the middle so everyone benefits.

Mr. Matthew Reger
Science Department Chair, Dean of Faculty
Upper School Faculty

Education:
University of Notre Dame, M.T.S.;
Georgia Institute of Tecnhology, B.S. in Chemistry

I teach chemistry, but the most important part is teaching students how to think. Learning how to ask good questions, analyze information, solve problems, and think critically is far more important than learning the chemistry itself.

Mrs. Jamie Reger
English Department Chair
Upper School Faculty

Education:
Georgia State University, M.A. in German and Applied Linguistics;
University of Dallas, B.A. in German

Certifications and Endorsements:
GISA Master Teacher

Developing a strong rapport with my students and earning their trust is critical for me. I want my students to recognize each activity and assignment as meaningful and purposeful in helping them reach their potential.

Mrs. Rochelle Rondeau
Visual Arts Department Chair
Upper School Faculty

Education:
Kennesaw State University, M.A.T. in Art Education;
Columbia College, B.A. in Studio Art and Photography

I believe that, with the right instruction, every student is capable of creating beautiful works of art. I often hear a student say that they will not be taking an art class because they do not know how to draw. I always ask them if they knew how to do calculus before they took the class. Art is a learned skill and anyone with the desire can be successful.

Mr. David Rosenzweig
Dean of Houses; Social Sciences Department Chair
Upper School Faculty

Education:
DePaul University, M.Ed.;
Michigan State University, B.A. in History

I had many inspirational teachers in my schooling, but my grandfather’s stories of being a spy in World War II and leading our Civilian Air Force Intelligence at the Pentagon definitely led me down the path to become a history teacher.

Ms. Megan Ruzicka
Mathematics
Upper School Faculty

Education:
Benedictene College, B.A. in Mathematics

Mrs. Natalie Schirra
Social Sciences, Theology
Upper School Faculty

Education:
Vanderbilt University, B.A. in Secondary Education and History

We tend to paint the past with generalizations, portraying its players as either good or evil, when in reality, history is much more nuanced because people are full of inconsistencies and contradictions. History is the story of real people—that's what makes it fun.

Dr. Scott Schreiber
Classics
Upper School Faculty

Education:
University of Chicago, Ph.D. in Philosophy;
Cambridge University and the University of Chicago, M.A. in Philosophy;
Davidson College, B.A. in Religion;
Cambridge University, B.A. in Philosophy

I want my students to learn intellectual humility. I do not want them to end their studies with a triumphant, “Look at me, I’m brilliant because I can read Greek and Latin!” I want them to be awed by how little they know, but still thankful that they have acquired important tools to slowly advance toward greater wisdom.

Mr. Brian Scully
Performing Arts
Upper School Faculty

Education:
University of Notre Dame, M.Ed. in Teaching;
University of Notre Dame, B.A. in Psychology and Pre-Health Studies

The biggest lesson of theater is communication—how characters communicate with other characters, how actors communicate with the audience, and how production members communicate with each other. Actors must think, "Is the thought clearer when conveyed this way, or that way?" Performing requires students to express themselves clearly and listen to others carefully, and these skills are the bedrock of empathy.

Mr. Kevin Sevcik
Theology
Upper School Faculty

Education:
University of Georgia, B.A. in Religion

Our shared faith reaches everything we do here, from academics to athletics to art, and reminds us that all that is good, true, and beautiful points us back to the God who is our source and our destiny.

Ms. Jill Stedman
Social Sciences
Upper School Faculty

Education:
Johns Hopkins University, M.S. in Education;
American University, B.A. in Political Science

Certifications and Endorsements:
Johns Hopkins University, Graduate Certificate in School Administration and Supervision

I have watched our students celebrate college graduations, weddings, the birth of children together, and I’ve also watched them grieve together. Their capacity to love and support one another, in good times and in bad, is the most beautiful and lasting gift our students take with them from HSP.

Mrs. Karin Tarrant
Benedict XVI Center
Upper School Faculty

Education:
Iona College, M.B.A.;
Mercy College, B.A. in Mathematics

My goal is to provide a positive, supportive learning environment. I want to help all students realize their potential and become successful learners.

Mrs. Amanda Thornhill
Mathematics
Upper School Faculty

Education:
University of Georgia, B.S. in Mathematics Education

I am always amazed at the hidden talents of our students—artists, performers, and so much more.

Mr. Timothy Thornhill
Mathematics
Upper School Faculty

Education:
University of Georgia, B.S. in Mathematics Education

I know a student will be successful inside and outside of my class when they show the ability to be self-sufficient. When they begin to depend on my help less and less, the more confident I am in their ability to deal with problems and issues in their own life.