Back to jobs
New

Junior Faculty, BEAM Discovery

New York, NY or Los Angeles, CA

About BEAM

The mission of BEAM is to create pathways for students from low-income and underserved communities to become scientists, mathematicians, engineers, and computer scientists. Led by staff with these same technical backgrounds, BEAM believes that pathways to STEM careers are created through community, individual support, and access to advanced work that typically lies outside most school curricula. We work to directly support students and to transition them to other supportive enrichment programs that enable their future success.

BEAM's model provides continuous support from middle school through college graduation, including intense academic summer programs for middle school students (after 6th and 7th grade), weekend classes and mentoring, and STEM-focused support through college. Our program includes not just access to learning advanced math but also support finding and applying to other opportunities, including support with college admissions and financial aid. In addition to our academic content, bringing students into community is a key part of our mission and all of our work is designed to support that goal.

BEAM has grown from a small summer program serving 17 students in the summer of 2011 to a year-round, national program, serving 420+ students at six summer program sites and 600+ students in year-round programming in New York City and Los Angeles this school year. In addition, our BEAM National pilot program now reaches over 500 elementary-aged students in seven different states, working to create a new nationwide pathway modeled on our local work.

With our strategic plan, our team has committed to transforming the organization from a successful startup to a more mature and scalable organization that can drive change across the country.

BEAM Discovery Faculty

 

BEAM Discovery is the first step in BEAM’s 10-year Pathway Program, offering students an engaging introduction to advanced mathematical thinking in a supportive, inquiry-driven environment. 

As Junior Faculty, you support students in exploring rich mathematical ideas, developing reasoning skills, and building confidence as thinkers and problem solvers.

Learn more about our 10-year program.

 

What Our Classrooms Look Like

Our classrooms are student-centered, lively, and discussion-rich. Students explore patterns, debate conjectures, justify their reasoning, and collaborate on open-ended problems. Teachers guide thinking through purposeful questions, models, and structures that promote productive struggle. We affirm students’ strengths and identities and help them grow as confident, capable problem solvers.

The Courses You Will Teach

Junior Faculty teach one or two courses each day using BEAM-provided lesson materials designed to support middle schoolers’ confidence and mathematical growth. (New faculty use BEAM’s pre-made lessons. Returning faculty may design original classes.)

Morning Classes

  • Logical Reasoning: Students work with puzzles such as KenKen, Sudoku, and liars and truth-tellers to develop methodical thinking, casework, and logical reasoning.
  • Math Fundamentals: Students deepen their understanding of foundational topics like fractions, exponents, and geometry by uncovering the conceptual “why” behind each idea.

Afternoon Classes

  • Creative Problem Solving: Students work through rich, contest-style problems that encourage creativity, pattern seeking, and flexible thinking.
  • Applied Mathematics: Students explore how math connects to real-world areas such as biology, astronomy, or programming and see math as a tool for understanding the world.

 

Your Role & Responsibilities

We are seeking early career educators, college students, or graduate students in math, science, or education who are excited to grow as teachers in a supportive, hands-on environment. Junior Faculty teach one to two classes daily, receive mentorship from Senior Faculty, collaborate with TAs and coaches, and play an active role in creating a positive, structured, and joyful camp community. This is an excellent role for educators who want mentorship, coaching, and meaningful teaching experience.

You will…

Instruction and Lesson Preparation

  • Teach one morning and/or one afternoon class daily using BEAM provided materials.
  • Prepare thoroughly by studying each lesson’s mathematics and reviewing the provided solutions.
  • Adapt instruction to meet student needs while maintaining core learning goals.
  • Use visuals, structured questioning, and reasoning support to make lessons accessible for multilingual learners.
  • Maintain pacing expectations and consult with coaches when adjustments are needed.

Classroom Leadership

  • Establish and uphold norms for inquiry, collaboration, and respectful participation.
  • Redirect student behavior calmly and consistently using BEAM’s strengths-based and restorative practices.
  • Follow BEAM’s behavior escalation ladder and involve leadership when necessary.
  • Partner with TAs in maintaining classroom engagement, behavior management, and assisting with transitions.

Problem Solving Sessions

  • Lead or support 1 to 2 daily problem-solving sessions using BEAM-provided problem sets.
  • Encourage productive struggle and model strategies for approaching new mathematical challenges.

Collaboration and Coaching

  • Meet regularly with your Senior Faculty mentor for support and reflection
  • Participate in coaching cycles including classroom observations, feedback meetings, and implementation of suggested strategies.
  • Engage in daily or weekly collaboration sessions with TAs, faculty peers, and coaches to prepare lessons, reflect on student learning, and share ideas.
  • Actively implement feedback and contribute to a collaborative teaching culture.

Student Support

  • Build positive relationships with students through class interactions, meals, activities, and community time.
  • Notice academic, behavioral, or social-emotional concerns and report them promptly using BEAM’s documentation processes.
  • Work alongside the Site Director, DSL, and designated student support team when concerns arise.

Community and Camp Life

  • Join camp activities, contribute to relays, and help maintain a fun and supportive environment.
  • Supervise or help run relays at least three times per week.
  • Eat lunch with students and colleagues to build community and support relationship building.
  • Help facilitate smooth transitions between classes, activities, and dismissal.
  • Attend 1 to 2 weekly staff meetings that include PD, community building, and alignment.
  • Provide emergency coverage for supervising students as needed.

Training, Wrap Up, and Communication

  • Attend all pre-camp training sessions and complete onboarding requirements.
  • Use BEAM communication tools including radios, shared schedules, and shared drives.
  • Participate in the end-of-camp wrap-up activities, feedback sessions, and completion of required documentation.

You have…

  • Classroom Leadership Experience: At least one year of experience leading or co-leading learning spaces such as classrooms, tutoring programs, enrichment programs, math circles, or college teaching environments.
  • Preferred Experience: Worked with middle school and/or high school students.
  • Commitment to Equity: A belief that all students can succeed in mathematics and that diverse backgrounds and perspectives strengthen learning.
  • Student-Centered Teaching Mindset: Comfort guiding inquiry-based lessons where students explore, question, and justify reasoning.
  • Mathematical Readiness: Strong understanding of middle school math concepts and enthusiasm for learning new material with support from coaches and lesson resources.
  • Growth Mindset and Reflective Practice: Openness to feedback, mentorship, and continuous improvement.
  • Clear and Compassionate Communication: Ability to communicate effectively with students, TAs, faculty peers, and camp leadership.

Requirements

  • Ability to work on-site in the city where the camp is located (NYC or LA). BEAM does not cover room and board for BEAM Discovery programs.
  • Applicants must be authorized to work for any employer in the US. We are unable to sponsor or take over sponsorship of employment Visa at this time. International graduate students able to obtain CPT or OPT are welcome to apply.

Exceptional candidates will have…

  • A background in teaching enrichment math or science.
  • Experience working with students from historically marginalized communities, including Title 1 schools.
  • Experience supporting multilingual learners or students with diverse needs.

Why You’ll Love Working Here…

  • Free lunch every day during camp
  • Small classes with 15 students and 2–3 adults
  • Engaging lesson plans with fun puzzles and deep math to inspire students
  • Professional development before camp to set you up for success
  • A collaborative, supportive team of educators and staff
  • 2–4 staff dinners during camp to relax, connect, and celebrate together

 

Details and Compensation

Compensation is the same regardless of location, based on the time commitment for the program duration:

    • Full-time positions: $5,900 for the duration of the program.
    • Part-time positions: $2,950. Work either in the morning (9 AM–12:30 PM) or afternoon (Noon–3:30 PM).

Program Location

Dates

Los Angeles (Central LA Location)

June 16 - July 28, 2026

New York City (New Design High School & Uptown)

June 30 - August 11, 2026
  • LA Dates: Pre-camp Training (06/16-06/18), Camp (06/22-07/24), Wrap-up (07/27-07/28)
  • NYC Dates: Pre-camp Training (06/30-07/02), Camp (07/06-08/07), Wrap-up (08/10-08/11)
  • Full-time hours: 9:00 AM-3:30 pm.
  • Part-time hours: Morning (9 AM–12:30 PM) or Afternoon (Noon–3:30 PM).
  • Note: All Staff Pre-camp and Wrap-Up Days are full-day commitments (9:00 AM to 4:00 PM), even for part-time staff.

Application Process

  1. First Round Interview
  2. Project 
  3. Final Interview 
  4. Reference checks & offer!

For more information and to apply, please contact us at Bruce@beammath.org.

 

COMMITMENT TO DIVERSITY, EQUITY AND INCLUSION

Beyond a commitment to nondiscrimination, we are committed to fostering a supportive and inclusive environment where everyone can thrive.

EQUAL EMPLOYMENT OPPORTUNITY 

BEAM is an equal opportunity employer and does not unlawfully discriminate against employees or applicants for employment on the basis of an individual’s race (including traits historically associated with race (including, but not limited to, hair texture and protected hairstyles, such as braids, locks and twists), ethnicity, religion (including clothing or facial hair worn in accordance with the religious tenets), color, sex, pregnancy, childbirth and related medical conditions, breastfeeding, gender (including actual or perceived sex, gender identity, and gender expression including a person’s actual or perceived gender-related self-image, appearance, behavior, expression, or other gender-related characteristic, regardless of the sex assigned to that person at birth), sexual orientation, sexual and reproductive health decisions, national origin, immigration or citizenship status, status as a veteran, active military service member, or uniform service member, marital or partnership status, familial status, caregiver status, age (18 or older), predisposing genetic characteristics, disability, creed, status as a victim of domestic violence, sexual violence or stalking, unemployment status, salary history, credit history, an individual’s status as having a known relationship or association with a member or members of a protected category, or any other protected status in accordance with all applicable federal, state, and local laws. This policy applies to all terms, conditions, and privileges of employment, including recruitment, hiring, placement, compensation, promotion, discipline, and termination. 

All personnel decisions will be made in accordance with the principles of equal employment opportunity and subject only to valid (job-related) requirements for employment, benefits, or promotional opportunities.

 

Create a Job Alert

Interested in building your career at Bridge to Enter Advanced Mathematics (BEAM)? Get future opportunities sent straight to your email.

Apply for this job

*

indicates a required field

Resume/CV*

Accepted file types: pdf, doc, docx, txt, rtf

For example: she/her, he/him, they/them

Select...
Select...
What type of classes are you interested in teaching at BEAM? (Select all that apply) *

Voluntary Self-Identification

For government reporting purposes, we ask candidates to respond to the below self-identification survey. Completion of the form is entirely voluntary. Whatever your decision, it will not be considered in the hiring process or thereafter. Any information that you do provide will be recorded and maintained in a confidential file.

As set forth in Bridge to Enter Advanced Mathematics (BEAM)’s Equal Employment Opportunity policy, we do not discriminate on the basis of any protected group status under any applicable law.

Select...
Select...
Race & Ethnicity Definitions

If you believe you belong to any of the categories of protected veterans listed below, please indicate by making the appropriate selection. As a government contractor subject to the Vietnam Era Veterans Readjustment Assistance Act (VEVRAA), we request this information in order to measure the effectiveness of the outreach and positive recruitment efforts we undertake pursuant to VEVRAA. Classification of protected categories is as follows:

A "disabled veteran" is one of the following: a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or a person who was discharged or released from active duty because of a service-connected disability.

A "recently separated veteran" means any veteran during the three-year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service.

An "active duty wartime or campaign badge veteran" means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense.

An "Armed forces service medal veteran" means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985.

Select...

Voluntary Self-Identification of Disability

Form CC-305
Page 1 of 1
OMB Control Number 1250-0005
Expires 04/30/2026

Why are you being asked to complete this form?

We are a federal contractor or subcontractor. The law requires us to provide equal employment opportunity to qualified people with disabilities. We have a goal of having at least 7% of our workers as people with disabilities. The law says we must measure our progress towards this goal. To do this, we must ask applicants and employees if they have a disability or have ever had one. People can become disabled, so we need to ask this question at least every five years.

Completing this form is voluntary, and we hope that you will choose to do so. Your answer is confidential. No one who makes hiring decisions will see it. Your decision to complete the form and your answer will not harm you in any way. If you want to learn more about the law or this form, visit the U.S. Department of Labor’s Office of Federal Contract Compliance Programs (OFCCP) website at www.dol.gov/ofccp.

How do you know if you have a disability?

A disability is a condition that substantially limits one or more of your “major life activities.” If you have or have ever had such a condition, you are a person with a disability. Disabilities include, but are not limited to:

  • Alcohol or other substance use disorder (not currently using drugs illegally)
  • Autoimmune disorder, for example, lupus, fibromyalgia, rheumatoid arthritis, HIV/AIDS
  • Blind or low vision
  • Cancer (past or present)
  • Cardiovascular or heart disease
  • Celiac disease
  • Cerebral palsy
  • Deaf or serious difficulty hearing
  • Diabetes
  • Disfigurement, for example, disfigurement caused by burns, wounds, accidents, or congenital disorders
  • Epilepsy or other seizure disorder
  • Gastrointestinal disorders, for example, Crohn's Disease, irritable bowel syndrome
  • Intellectual or developmental disability
  • Mental health conditions, for example, depression, bipolar disorder, anxiety disorder, schizophrenia, PTSD
  • Missing limbs or partially missing limbs
  • Mobility impairment, benefiting from the use of a wheelchair, scooter, walker, leg brace(s) and/or other supports
  • Nervous system condition, for example, migraine headaches, Parkinson’s disease, multiple sclerosis (MS)
  • Neurodivergence, for example, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, dyslexia, dyspraxia, other learning disabilities
  • Partial or complete paralysis (any cause)
  • Pulmonary or respiratory conditions, for example, tuberculosis, asthma, emphysema
  • Short stature (dwarfism)
  • Traumatic brain injury
Select...

PUBLIC BURDEN STATEMENT: According to the Paperwork Reduction Act of 1995 no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. This survey should take about 5 minutes to complete.