About BEAM

Bridge to Enter Advanced Mathematics (BEAM) creates pathways for students from low-income, low-access backgrounds to become scientists, mathematicians, engineers, and computer scientists.

We provide BEAM students the same access to high-quality preparation in STEM as their more affluent peers, and we invest deeply in our students' success, with programming from middle school through college graduation focused on joyous, exciting, and rigorous mathematics, building vibrant communities, and supporting students in key life transitions such as college admissions and financial aid.

BEAM has grown from a small summer program serving 17 students in the summer of 2011 to a year-round, national program, serving 450+ 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 around 1000 elementary-aged students in seven different states, working to create a new nationwide pathway modeled on our local work. We've seen our students' successes first-hand, and it's backed by data: a quasi-experimental study found that students who attended our 7th grade summer program were 1.3X as likely to declare a STEM major as a matched comparison group.

DESCRIPTION OF THE POSITION 

While our middle school programming focuses on summers, during 8th–12th grade, BEAM offers weekend classes year-round so that students can go deeper in their studies and stay in community with one-another. In Fall 2026, we're launching an ambitious revisioning of that programming centered on the opportunity for our 9th grade students to declare majors. Each major will allow students to go deeper and more in-depth on a topic that school does not cover. Engaging, authentic classes will build towards a capstone project in 11th grade which will be a significant piece of work in the field. Thus, they'll be able to develop independence in their studies, and to experience what it "really feels like" to engage with cutting-edge work.

During 8th grade, students will take two courses to prepare them for success in the majors. One course will be based in enrichment mathematics (such as combinatorics, number theory, etc.), bringing together foundational problem solving and reasoning skills for students. The second course will be in programming, which is likely to be relevant across the different majors.

We expect this project to run from June 2026 through December 2026. During that time, the role is structured as a part-time role (estimated 13–17 hours/week) that can fit around other obligations, providing considerable flexibility to make your own hours (within certain requirements; see below). At the end of December, although the project will be complete, there are likely to be additional opportunities to apply for other roles and continue the work with BEAM, for example by designing other curricula, leading professional development for our instructors, or perhaps in a full-time mathematical role.

DESCRIPTION OF THE TEAM/DEPARTMENT

The team of part-time curriculum developers will be part of BEAM's Curriculum and Design Team. That team has two full-time staff members: a Manager, Curriculum & Design, and a Coordinator, Curriculum & Design. Both will work to support the design of outstanding materials that can be implemented across BEAM's programs.

Although each course design will be led by one developer, this is a highly collaborative role and you will be part of a team of designers including two 8th grade courses and three high school majors. The team will meet weekly over video for group brainstorming and collective problem solving. There may be opportunities for in-person gatherings and working together as well. The rest of the Curriculum & Design Team, as well as BEAM's Founder and CEO, will be part of the design process and support with brainstorming and refining ideas to help them succeed. Additionally, you will work with and support another teacher directly implementing the materials in their first launch (in the other city of NYC and LA).

DESCRIPTION OF THE CURRICULUM TO BE DEVELOPED

This role is being hired to develop an 8th grade foundations of mathematics course. It's designed to both cement foundational skills that students have been working on in our summer programs, and to be a really exciting, enriching experience that builds student motivation to pursue more learning in math.

In terms of mathematical skills, we hope that students will come out of the course with comfort analyzing cases, engaging with deductive reasoning and proof, doing more abstract algebraic reasoning, understanding logical constructions such as if/then and quantifiers, and having some comfort with other abstract constructions. Essentially, students should have a solid basis in how mathematicians think.

However, this won't be a bunch of dry topics, but instead a look into a deep field of pure mathematics. For example, the class is likely to have a central topic like number theory, graph theory, combinatorics, infinity, sequences and series, etc., and use that central topic to build out the core skills. You'll have the opportunity to choose a topic that aligns with your interests, and to design something really exciting following that topic.

Of course, this is an enrichment course and will not be equivalent to a college course or comprehensive in its subject. Instead, each course will highlight a few ideas or results that give students a greater depth of understanding and paint what the field is like. The focus on key results—rather than covering a broad subject—allows us to foster that intellectual excitement, spending less time building up foundations and instead helping students to grasp the most interesting punchlines while still developing the topic in a rigorous way.

In total, the course will have 24 hours of class time, designed to run in eight 3-hour sessions or sixteen 1.5-hour sessions.

SUPERVISION

Each curriculum developer will be supervised by the Manager, Curriculum and Design, who will also review work and support developing materials that can be implemented by multiple instructors. The team will also work directly with the Founder & CEO, to support the design of exceptional materials that align with BEAM's vision and goals.

KEY RESPONSIBILITIES:

Please note that exact responsibilities will vary by stage of the project. The percentages reflected below reflect our good faith estimate of overall time allocation over the multi-year project. BEAM does have available a more detailed accounting of expected work by project phase to be provided to all new hires. 

Curriculum Writing (65%)

• Develop learning goals and the overall topic and arc of the class
• Outline the full course
• Develop all course materials so that the courses can be successfully implemented by program instructors
• Revise materials based on the first run and feedback from instructors

Teaching and Observations (15%)

• Directly teach the class in its initial launch
• Observe other instructors teaching the class and debrief with them to incorporate feedback

Supporting Instruction (10%)

• Determine hiring needs for instructors, and support hiring
• Provide guidance and support to instructors implementing the course material

Other work as needed to support the successful launch of our new academic programming (10%)

PHYSICAL DEMANDS

This work primarily involves typing at a computer. In addition, it involves teaching classes which may involve considerable standing and walking.

QUALIFICATIONS

We understand that there are many paths to acquiring experience and therefore welcome candidates from diverse and nontraditional backgrounds for this role who have demonstrated equivalent transferable skills to carry out the major duties outlined in this job description. 

Knowledge 

• Strong knowledge of mathematics at an advanced undergraduate or graduate level. Comfort with proofs as the language of mathematics and the layered abstraction of the fields of mathematics. (For example, WLOG should roll off the tongue!)
• Knowledge of practices of enrichment teaching and different activities and classroom approaches that are effective for teaching in enrichment contexts.

Skills and Abilities 

• Strong pedagogical skills, especially for teaching middle school students. Able to develop exciting and engaging classes that support both rigor and depth. Examples of skills include: designing courses that structure material well for students to learn at a deep level, creating activities that promote active and deeper thinking in a classroom, and structuring classes to have a compelling arc and story to them.
• Exceptional writing skills. Able to state and write solutions for problems with precise language and in ways that are engaging and energizing. Able to create clear and compelling materials for other instructors, with clear course goals and lesson plans.
• The ability to plan towards a goal and implement independently. Good at tracking larger projects and completing them on-time.
• Strong collaboration skills.

Required Experience

• At least three years of teaching experience, preferably in contexts outside of the school curriculum.
• At least one prior experience creating a course independently rather than teaching from a prescribed curriculum.

Preferred Education and Experience 

• Experience working in programs that promote educational equity or teaching students from historically marginalized backgrounds. A strong understanding of diverse student backgrounds and needs, and how to design systems to thoughtfully support student needs. Specific knowledge of the barriers that low-income and minority students may encounter.
• Experience with educational enrichment programs that support students to do more advanced work, especially at the middle school level.
• Experience writing curriculum for other instructors to use.
• Experience with STEM education and opportunities at the collegiate level or beyond, e.g. earned degrees, teaching, etc.

APPLICATION PROCESS

Our process, as described below, has approximately four stages and we anticipate the process lasting about 4-6 weeks in total. Our anticipated start date is June 1.

The initial step is to submit your application, including resumé and responses to a few short application questions

We will invite successful candidates to short screening interviews and submit a sample of past classroom materials that you've developed.. After that, candidates will advance to two final interviews: one virtually and one in-person to give a short teaching sample on a specific topic. We expect that the final step will be reference checks. 

We will review applications on a rolling basis until the position is filled.

SALARY, BENEFITS, AND OTHER DETAILS

The salary range for this position is $750/week, based on an expected commitment of approximately 13–17 hours per week. This range reflects BEAM’s good-faith estimate of the compensation for this role based on the anticipated scope and hours. This is a part-time, non-exempt position and the staff member in this role will need to track hours by completing weekly timesheets. Overtime is paid in accordance with applicable state law.

In order to coordinate the full team of curriculum developers, candidates must be able to make themselves available Fridays from 2pm–5pm Eastern Time for any meetings. In addition, the role requires teaching and observing classes on Saturdays and so candidates must commute to either Los Angeles or New York City for many Saturdays in Fall 2026. In order to observe instruction in the other city, there may be up to two 2-day trips to the other city.

BEAM provides a number of benefits including:

• Flexible working hours
• Paid annual leave
• Paid sick leave
• 403(b) Retirement Plan

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.