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.

Each major will be developed by a curriculum designer. This is an opportunity to develop something new and genuinely cutting-edge in enrichment education programs, designing every stage of the major from classes to capstone projects.

We expect this project to run from summer 2026 through May 2028. During that time, the role is structured as a part-time role (estimated 15–20 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 the three years, 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 major will be led by one designer, 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.

In addition to that team, an advisory board for each major will support your work with deep subject matter expertise from researchers and industry experts. Additionally, you will work with and support teachers directly implementing the materials in their first launch.

DESCRIPTION OF THE CURRICULUM TO BE DEVELOPED

This role is being hired to develop our "Risks, Decisions, and Money" major, which focuses on key ideas in probability and game theory, supporting skills for making good, data-informed decisions. .

All BEAM courses are designed for students to develop strong skills in mathematical problem solving and reasoning; this major additionally allows students to explore applications to decision-making both in finance and other fields. Finally, this major shows students very clearly how math is used in a rich way in other subjects.

The major will have three courses, each lasting for one semester with 24 hours of class time. Courses are designed to build on one-another and connect into a coherent storyline. The specific classes to be offered will be one of the early projects to think through, but we expect that both probability and game theory will play a major role.

The courses are not designed to be equivalent to college courses, and are not intended to be comprehensive in their subject. Instead, each course will be narrowly designed to prepare students for their capstone projects. They'll highlight a few ideas or results that give students a greater depth of understanding and paint what the field is like. That focus on key results—rather than covering a broad subject—allows us to foster 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.

Finally, the major will culminate in capstone projects. Examples of capstone projects that students might complete include:

• Determination of optimal strategies in games of chance
• Simulating probabilistic processes such as Markov chains or random walks
• Stock market simulations
• Modeling real-world scenarios and decisions

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 a roadmap for the Risks, Decisions, and Money major
• Draft capstone projects
• Outline the full course sequence
• 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 each of the classes 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 within the major, 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 

• Deep knowledge of mathematics at an advanced undergraduate or graduate level. Although this straddles pure and applied math, it is important that students can see math authentically, so we are expecting comfort with proofs as the language of mathematics and the layered abstraction of the fields of mathematics.
• Strong understanding of quantitative decision making at a high level, and its use in applied settings (especially finance, but also insurance, economics, and other areas).
• 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 high 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 in mathematics or probability and game theory.
• Experience supporting students in significant independent projects (such as research projects).
• Experience with potential capstone projects, especially work experience involving probability and game theory.
• 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. We are hiring for this role to start in summer 2026, no later than August 1.  

The initial step is to submit your application, including resumé, responses to a few short application questions, and a sample of past classroom materials that you've developed.

We will invite successful candidates to short screening interviews. 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 $1000/week, based on an expected commitment of approximately 15–20 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 throughout the year. In order to observe instruction in the other city, there may be up to four 2-day trips per year to the other city.

BEAM provides a number of benefits including:

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

Flexible hours, with some specific time requirements:

• Virtual meetings Fridays 2pm–5pm Eastern Time (scheduled at least a week ahead of time).
• Occasional 1:1 meetings during business hours, with flexible timing.
• Starting in fall 2026, teaching in-person on Saturday morning/afternoon (up to 20 weeks/year)
• Up to twice per semester, travel to LA to observe their class being taught by another instructor local to LA.

Academic Director, BEAM Summer Away

Role Overview: Instructional Leadership

The Academic Director is the instructional leader for a BEAM site, responsible for ensuring high-quality, student-centered math instruction and supporting faculty growth. As Academic Director, you will guide the academic vision for your campus, support faculty growth, and ensure that BEAM’s inquiry-based, student-centered math instruction comes to life every day.

BEAM Summer Away is a cornerstone of BEAM’s 10-year Pathway Program, providing a residential math experience where students grow as problem solvers, learners, and community members.

Primary Responsibilities:

• Ensure high-quality, inquiry-based math instruction aligned with BEAM’s mission and values.
• Coach, support, and evaluate faculty, including Junior and Senior Faculty.
• Facilitate collaboration spaces that promote shared learning and instructional coherence.
• Align academic goals with site operations in partnership with site leadership.

The Academic Director partners closely with the Site Director, Associate Site Director, Director of Student Life, and Guidance Counselor as part of a cohesive leadership team. While the primary focus is academic excellence and faculty development, the role also supports site-wide operations as needed to ensure a strong student experience.

Key Responsibilities:

I. Pre-Program Preparation

Your work before camp ensures that faculty arrive prepared and that the academic program launches smoothly.

Self-Preparation and Planning:

• Complete BEAM’s Leadership and Faculty Coach training.
• Review the Site Leadership Handbook and align with program expectations.
• Participate in virtual leadership team meetings.
• Support final hiring or placement decisions for faculty.
• Support student course assignment processes.
• Attend synchronous faculty training sessions and the virtual course planning retreat.

Pre-Camp Week (On-Site):

• Leadership Retreat: Align with the leadership team on roles, academic expectations, and camp-wide goals; contribute to planning team-building activities and culture-setting norms; assist in preparing classroom spaces, materials, and logistics.
• All Staff Pre-Camp Training: Lead all faculty-specific training, including academic modules; facilitate prep time, course refinement, and problem-solving planning for faculty; assign and review academic training tasks or modules; confirm completion of HR onboarding for faculty.

II. During Camp

Academic Leadership (Primary Function)

• Observe each faculty member across three full observation and feedback cycles.
• Provide individualized coaching and implement BEAM’s coaching and feedback structures.
• Co-facilitate twice-weekly collaboration spaces with senior faculty focused on lesson planning, math content, pedagogical strategies.
• Guide faculty on best practices for Open Math Time, problem-solving pedagogy, and student discourse.
• Provide and record formal summative feedback for all faculty.
• Support new faculty in understanding BEAM’s teaching philosophy.

Site Leadership (In partnership with the Site Director)

• Serve as the primary translator of academic needs within the leadership team.
• Participate in daily and weekly leadership check-ins.
• Communicate academic updates, shifts, or faculty needs.
• Troubleshoot classroom or scheduling issues in partnership with leadership.
• Provide emergency class coverage if needed.
• Support decision-making conversations when academic or student needs intersect.

Community Leadership

• Ensure classrooms reflect BEAM’s commitment to safety, belonging, inquiry, and student ownership of math.
• Support faculty in implementing student accommodations and engagement strategies.
• Address escalated academic or classroom-based student behavior concerns.
• Model academic and social leadership aligned with BEAM’s values.

Operational and Logistical Support

(The Academic Director is not the primary logistics manager, but supports key pieces that intersect with academics.)

• Manage petty cash and supplies related to instruction.
• Support planning and staffing for field trips and academic extensions.
• Supervise Open Math Time.
• Coordinate math circles or enrichment events for students and staff.
• Participate in occasional evening responsibilities as aligned with leadership team norms.

III. Post-Camp Wrap Up

• Complete summative faculty evaluations and lead all faculty debrief conversations.
• Support Site Director in completing the end-of-camp checklist.
• Contribute academic insights to BEAM’s multi-site step-back meeting.

Qualifications

• Experience:  At least 2 years as Academic Dean or 4+ years in an instructional leadership role.
• Preferred Experience: Worked with middle school and/or high school students.
• Leadership: Demonstrated success coaching teachers or leading instructional teams.
• Content Expertise: Deep comfort with middle school math content, problem-solving pedagogy, and inquiry-based teaching.
• Coaching Skills: Skilled at providing clear, actionable feedback and building trusting coaching relationships.
• Professional Development: Experience leading professional development or collaborative planning spaces.
• Soft Skills: Strong communication, organization, and partnership skills.
• Values: Commitment to equity, inclusive practices, and student-centered learning.

Why You’ll Love Working Here

• Room and board is covered by BEAM for the duration of the summer program.
• Travel from and to the camp site is covered by BEAM within BEAM’s approved travel guidelines.
• Small classes with 10-15 students and 2 adults.
• An opportunity to truly get to know the extraordinary students.
• Professional development before camp to set you up for success.
• A collaborative, supportive team of educators and staff from diverse backgrounds.

Location

• BSA CA: Harvey Mudd College (Claremont, CA)

Program Dates (PY26)

Compensation: The compensation is $9,750 for the main camp period as Academic Director, and a contract at an hourly rate for any preparatory work before camp starts as a pre-summer set up associate.

Application Process

First Round Interview  → Project  → Final Interview  → Reference checks & offer!

For more information and the application, contact us at hiring@beammath.org. For information on our residential summer camps, check out our BEAM Summer Away postings!

BEAM Summer Away Faculty

BEAM Summer Away is a cornerstone of BEAM’s 10-year Pathway Program, providing a residential math experience where students grow as problem solvers, learners, and community members.

As a faculty member, you will help students discover powerful mathematical ideas, build confidence, and see themselves as mathematicians.

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.

About the Courses You Will Teach

Faculty teach courses in one of BEAM’s four signature areas:

• Pure Topics: Abstract ideas such as graph theory, combinatorics, number theory, tessellations, and symmetry. Focus is on reasoning, proofs, and stretching mathematical imagination.
• Applied Topics: Connect math to the real world through circuits, programming, data, voting theory, or modeling. Show students how math explains and solves practical challenges.
• Strategic Math Thinking: Contest-style puzzling that builds creative problem-solving techniques, pattern recognition, and systematic reasoning.
• Solving Big Problems: Deep, collaborative problem sets that build endurance, pattern hunting, case analysis, and introductory proof structures. (This is BEAM’s only semi-scripted course.)

About the Role

We are looking for math and STEM educators who love working with middle schoolers and are excited to join a residential community. This role encompasses teaching, community engagement, and partnership with counselors and site leadership. Faculty design and teach their own courses, participate fully in camp life, collaborate with academic coaches, and help maintain a supportive, structured environment.

Core Responsibilities (You Will…)

Instruction and Curriculum Design

• Design engaging, student-centered math courses aligned to BEAM Summer Away offerings.
• Prepare daily lesson plans, problem solutions, and materials in advance.
• Adapt instruction for the specific learners in your classroom.
• Incorporate practices that support multilingual learners using visuals, structured reasoning, and language-accessible explanations.
• Maintain pacing expectations and collaborate with coaches when adjustments are needed.

Classroom Leadership

• Establish and maintain classroom norms and routines that promote student inquiry, persistence, and collaboration.
• Use restorative, respectful redirection aligned with BEAM’s behavior expectations.
• Partner with TAs during class for student support, behavior management, and transitions.
• Apply the BEAM behavior escalation process and involve leadership when needed.

Collaboration and Coaching

• Participate in coaching cycles including observations, debrief meetings, and implementing feedback.
• Attend academic collaboration sessions to align on pacing, goals, and instructional priorities.
• Work closely with TAs, Academic Director, and faculty peers to create a coherent and supportive learning environment.

Student Support

• Identify academic or social-emotional concerns and communicate them to the appropriate leadership team member following documentation protocols.
• Build positive relationships with students through classroom interactions, meals, activities, and trips.

Community and Camp Life

• Support evening free time, independent study, relays, and other activities at least 5 days per week.
• Attend meals with students to foster community.
• Attend assigned field trips such as hiking, field day, or regional excursions.
• Participate in 2 to 3 weekly staff meetings for PD, alignment, and community building.
• Provide emergency coverage for supervising students as needed.

Training, Wrap Up, and Communication

• Attend all pre-camp training sessions and complete required pre-work.
• Participate in camp wrap-up sessions including feedback surveys, reflection activities, and documentation.
• Use BEAM communication tools such as radios, shared drives, and schedules.

What You Bring (You Have…)

• Course Design Experience: Experience designing inquiry-based lessons where students take the lead in exploring and justifying mathematical ideas.
• Preferred Experience: Worked with middle school and/or high school students.
• Classroom Leadership Experience: At least 3 years as a primary instructor in schools, enrichment programs, colleges, math circles, or similar settings.
• A Commitment to Equity: You create affirming, rigorous classrooms where all students, including multilingual and historically marginalized learners, can grow as mathematicians.
• STEM or Mathematical Expertise: A strong understanding of mathematical reasoning, proofs (for pure classes), or applied mathematical contexts (for applied classes).
• Growth Mindset and Collaboration Skills: Openness to feedback and enthusiasm for working with a diverse team of educators.
• Clear, Compassionate Communication: Ability to communicate expectations, redirect calmly, and collaborate effectively with counselors, faculty peers, and camp leadership.

Requirements

• Authorized to work for any employer in the US.
• International graduate students with CPT or OPT are welcome to apply.

Exceptional candidates will have:

• Experience teaching enrichment math or science.
• Experience working with low-income or historically marginalized students.
• Experience supporting multilingual learners or students with diverse needs.

Physical Requirements

The physical demands described here are representative of those that must be met by a seasonal employee to successfully perform the essential functions of this role:

• Frequent sitting, talking and listening and occasional walking, bending, stooping, and pulling.
• Ability to handle and operate computers, tools or controls.
• Occasionally lift and/or move up to 25 pounds.
• Moderate noise level.
• Work in an indoor classroom environment that may not have air conditioning in the summer.
• For residential roles: live in a dormitory at the campus in which the program takes place.

Why You’ll Love Working Here

• All-Inclusive Stay: Room and board is covered by BEAM for the duration of the summer program.
• Travel Covered: Travel from and to the camp site is covered by BEAM within BEAM’s approved travel guidelines.
• Small Class Sizes: Enjoy small classes with 10–15 students and 2 adults.
• Deep Connections: The camp setting allows you to truly get to know the extraordinary people that students are.
• Support & Growth: Professional development is provided before camp to set you up for success.
• Curriculum Freedom: The opportunity to teach exciting math to middle school students, with the freedom to design your own curriculum, set the arc and goals for your class, and explore student ideas deeply as they arise.
• Collaborative Team: A collaborative, supportive team of educators and staff, bringing together diverse backgrounds—academia, middle school, high school, and more—to create an environment where everyone learns and grows together.

Locations

• BSA CA: Harvey Mudd College (Claremont, CA)
• BSA NY: Marist College (Poughkeepsie, NY)

Program Dates (2026)

Compensation

$6,500 for the duration of the program.

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 hiring@beammath.org.

BEAM Summer Away, Senior Faculty

BEAM Summer Away is a cornerstone of BEAM’s 10-year Pathway Program, providing a residential math experience where students grow as problem solvers, learners, and community members.

As a Senior Faculty member, you will teach dynamic, inquiry-driven math classes and serve as an instructional leader and mentor for Junior Faculty. You will help ensure classrooms are consistent, joyful, and mathematically rich for every student, while shaping students’ mathematical identities and supporting the growth of emerging educators.

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 Type of Math You Will Teach

Senior Faculty design and teach a course from one of the four class types:

• Pure Topics: Explorations in abstract mathematics (e.g., graph theory, combinatorics, number theory, symmetry, or tessellations).
• Applied Topics: Math connected to real-world phenomena (e.g., circuits, programming, biology, astronomy, voting theory, or data).
• Strategic Math Thinking: Contest-style and puzzle-based problems that build flexible strategies (e.g., casework, invariants, pattern recognition, and divisibility).
• Solving Big Problems: A semi-scripted course where students grapple with deep, multi-step problems that require stamina, collaboration, and proof-style reasoning.

The Role: Senior Faculty

We are seeking experienced educators with strong instructional skills, a deep commitment to equity, and a track record of supporting other teachers. Senior Faculty in BEAM Summer Away design and teach dynamic, student-centered math classes while serving as mentors and instructional leaders for Junior Faculty. In addition to instructional leadership, this role plays a key part in shaping a cohesive residential community and partnering closely with counselors and site leadership to support students’ academic and personal growth.

Core Responsibilities

Instruction and Curriculum Design

• Design and teach rigorous, student-centered math courses aligned to BEAM’s Summer Away offerings.
• Prepare complete lesson materials (problems, examples, pacing plans, and solutions).
• Adapt instruction to student needs while maintaining the integrity of the course arc.
• Incorporate support for multilingual learners using visuals, structured explanations, and reasoning scaffolds.
• Use diagnostic listening and formative assessment to adjust instruction.

Mentorship and Coaching

• Mentor one Junior Faculty member through regular check-ins (at least every other day).
• Observe your mentee’s teaching and provide specific, actionable feedback tied to BEAM’s instructional vision.
• Model structures, routines, questioning techniques, and problem-solving facilitation in your classroom.
• Support your mentee in lesson planning, classroom culture, pacing, and student engagement.

Supporting Collaboration Spaces

• Co-facilitate one to two collaboration sessions each week with the Academic Director for faculty and Junior Faculty.
• Contribute to productive professional conversations about lesson planning, pacing, student misconceptions, and student work.
• Foster a collaborative environment where teachers feel supported, curious, and aligned.

Classroom Leadership and Culture

• Set clear expectations and norms for inquiry, collaboration, and respectful engagement.
• Use calm, restorative redirection aligned with BEAM’s behavioral expectations.
• Follow and model the camp’s behavior escalation ladder and partner with TAs and Academic Director on classroom culture.
• Communicate proactively with leadership about academic or behavioral concerns.
• Set clear expectations for TA roles in supporting group work, engagement, and transitions.

Community and Camp Life

• Help cultivate a joyful, consistent camp experience by engaging in the community outside of class.
• Support evening free time, independent study, relays, and other activities at least five days per week.
• Eat meals with students and colleagues to build relationships and foster a welcoming environment.
• Attend field trips (hiking days, field days, or amusement park trips).
• Participate in staff meetings two to three times per week.
• Provide emergency coverage for supervising students as needed.

Training, Communication, and Wrap Up

• Attend all pre-camp training sessions and complete onboarding requirements.
• Use BEAM communication tools (radios, shared schedules, and shared drives).
• Participate in end-of-camp wrap-up, including reflections, documentation, and curriculum archiving.

What You Bring

• Curriculum Design Expertise: Experience crafting inquiry-driven, student-centered lessons that promote deep problem-solving and mathematical reasoning.
• Classroom Leadership Experience: At least five years as a primary instructor in a school, enrichment, university, or math circle environment.
• Coaching and Mentorship Experience: At least two years supporting other educators through coaching, department leadership, mentorship, or similar roles.
• Commitment to Equity: A strong belief that mathematical brilliance exists in every community and that inclusive structures help students thrive.
• Mathematical Readiness: A strong understanding of the mathematics relevant to BEAM Summer Away courses.
• For Pure and Problem Solving courses: Comfort with proof and reasoning structures.
• For Applied courses: Ability to connect mathematics to real-world contexts.
• Growth Mindset: A reflective teaching practice and openness to implementing feedback.
• Effective Communication Skills: Skill in facilitating groups, giving clear feedback, and building supportive, trust-based relationships.
• Preferred Experience: Worked with middle school and/or high school students.

Employment Requirements

• Applicants must be authorized to work for any employer in the US.
• We are unable to sponsor or take over sponsorship of employment Visas.
• 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 low-income students or from historically marginalized communities, including Title 1 schools.
• Experience supporting multilingual learners or students with diverse needs. 

Why You’ll Love Working Here

• Room and board is covered by BEAM for the duration of the summer program.
• Travel from and to the camp site is covered by BEAM within BEAM’s approved travel guidelines.
• Small classes with 10-15 students and 2 adults.
• The opportunity to build deep relationships with extraordinary students in a camp setting.
• Professional development before camp to set you up for success.
• The freedom to design your own curriculum, set the arc and goals for your class, and explore student ideas deeply as they arise.
• A collaborative, supportive team of educators and staff from diverse backgrounds.

Details & Logistics

Program Dates Breakdown:

Compensation: $8,500 for the duration of the camp and $32.50 per hour for pre-work as Pre-Summer Set Up Associate.

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 hiring@beammath.org.

DESCRIPTION OF THE POSITION

The Manager, STEM Enrichment and Access is a dynamic, strategic and rewarding role, directly impacting the lives of low income/underserved 8th to 12th grade students and their families as they explore mathematical reasoning, STEM experiences and navigate pivotal academic and enrichment milestones. The Manager will manage a 2-3 member team that supports students in developing the skills and roadmap students will need to pursue a degree in STEM.  The team is responsible for the academic and college readiness outcomes of up to 320 students each year in grades 8-12. 

You will lead the STEM Enrichment and Access team in managing our Saturday and/or after school math enrichment program by hiring and managing full time and part time staff, teachers and Teacher Assistants and leading them towards the implementation of high quality, rigorous math enrichment and STEM exploration classes that enable our students to be prepared for college level academics and career aligned work in a STEM field. 

To lead a successful program, you must also ensure our programs are fully enrolled. Retaining students who have completed BEAM’s summer programs while also recruiting new high school students in 9th grade will be a critical part of the team’s work. In your family and student engagement efforts you are expected to inspire students to engage in BEAM’s STEM enrichment programs, explore BEAM’s STEM career access experiences and maintain high engagement levels in a supportive community.

KEY RESPONSIBILITIES

Team Leadership & Staff Management (15%)

• Lead the LA STEM Enrichment and Access team with clear goals, reflection cycles, and collaborative practices
• Define and delegate clear roles and responsibilities across the LA STEM Enrichment and Access team that cover all the required tasks for planning and implementing your team’s programs
• Develop and maintain project management and data tracking tools to monitor the ongoing implementation of annual planning tasks and progress to goals and to inform annual program improvements
• Share program impact and students successes with key stakeholders and BEAM staff
• Contribute to planning for LA team meetings, team retreats, and team building activities.

Central Program Curriculum and Design Collaboration (25%)

• Support the design and/or review of 8th Grade + H.S. STEM enrichment curriculum and STEM career exploration courses and experiences offered to BEAM students 
• Support the development of 8th Grade + H.S program management guides, policies and training resources
• Help implement central guidelines and tools for monitoring program quality and evaluating program outcomes

Local Program Management (45%)

BEAM student retention and new high school student enrollment

• Engage and retain BEAM Summer Away students during 8th grade and into 9th grade BEAM enrichment programs
• Build and manage relationships with a portfolio of eligible partner high schools and families to recruit new high school students in 9th and 10th  grade 
• Lead in-school and after school events and initiatives designed to directly recruit and retain students and engage families in our enrichment programs
• Lead the student admissions process with the goal of enrolling low income, underserved students with a high potential of thriving in a STEM career

Program delivery model design and implementation fidelity

• In partnership with the local Director and the team, design and test a program delivery model for BEAM’s STEM Enrichment and Access program (e.g. date, times, duration, and format) to maximize student engagement and community building 
• Hire, evaluate, and retain high quality local instructors to design and/or teach BEAM’s STEM Enrichment and Exploration courses
• Review lessons plans and assessments created by enrichment instructors; observe Saturday and/or afterschool math enrichment classes and coach instructors towards a student-centered inquiry based instructional approach
• Collect student performance data to inform course offerings and the delivery of constructive feedback to students in their STEM exploration journey
• Oversee the implementation of specialized local workshops, field trips and experiences focused on college admissions and STEM career exploration that supplement the core enrichment curriculum
• Provide 1:1 and/or small group 8-12th grade  external summer STEM enrichment advising and general academic advising to support students being on track to complete calculus in high school.

8th Grade H.S. Admissions and 12th Grade College Admissions Support

• In addition to STEM enrichment course work, provide students and families with small group advising on strong-fit high school and colleges they should attend
• Oversee the development of advising materials, workshops and guidelines for selecting a strong fit high school (for 8th graders) or college (for 12th graders)
• Work with the team to establish requirements for 1:1 advising and application reviews; provide 1:1 advising and/or small group advising as needed.

Program Operations and Logistics

• Oversee the operations for delivering all high school programs, including, but not limited to, family outreach, securing classrooms, hiring, event spaces, food, materials, etc.
• Oversee the collection of student data, surveys, and outreach, and make sure data is updated in BEAM CRM systems (ie, Salesforce)
• Help chaperone STEM enrichment workshops, career events, student trips, or college admissions field trips during the school year

LA Summer Programs Support (15%)

• Support the LA summer programs team with recruiting and interviewing seasonal summer staff for all LA summer program sites
• Support the LA summer programs team with logistics support, selected partner school visits, family engagement events, and summer site quality reviews

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. 

Requirements

• 5+ years of professional work experience 
• 2+ years teaching math or STEM to 6-12th graders or undergraduate students in a school or after-school enrichment environment
• Experience designing strong STEM or academics-based programs and curriculum
• At least 2 years managing a team or a program requiring management of personnel
• Coaching experience, preferably in a teaching or school environment
• Professional experience working with low-income communities

Professional Strengths and Experiences

• Strong background in undergraduate mathematics material, such as abstract algebra, number theory, combinatorics, and statistics
• Experience with math curriculum writing.
• Experience building strong relationships with students, families and schools by presenting a positive, inspiring, and growth-oriented message.
• Communicates clearly and collaborates authentically with families and students.
• Passionate about providing low-income, marginalized students access to quality STEM 
• Organized and detail-oriented in both planning and implementation of programs 
• Data-driven planner focused on goals and prioritizing the work that drives impact  
• Solutions-oriented problem solver who can quickly identify and address challenges
• A strong connection to the “why” of our work for both you and the team you will lead

Preferred Qualifications

• Fluent in Spanish or Korean.
• Familiarity with using Salesforce for program management 
• Experience with program admissions processes and family engagement
• Experience creating marketing content for promoting programs 
• Received a master's degree in a STEM field (math preferred), teaching, or education leadership, and/or has experience working in the STEM industry.
• Familiarity with spreadsheets and data.

PHYSICAL DEMANDS 

Must be able to perform the essential functions of the job, with or without reasonable accommodation

General Physical Demands

• Standing/Walking - frequently (26-50%)

General Physical Demands

• Carrying/lifting up to 25+ lbs to support Saturday classroom operation management

Repetitive Movements

• Typing, Reaching, Grasping, Overhead - Constantly (50%+)

Physical Environment

• Moderate noise levels
• Exposure to weather

SALARY, BENEFITS AND OTHER DETAILS

The expected salary range for this position is $66,000–$78,375, depending on experience and background. This is a good faith anticipated range of the job, but the actual pay will be based on any applicant’s skill and experience.

Work Schedule

Tuesday-Saturday, 10 am to 6 pm; 3 Saturdays per month from 8:30am to 3:30pm (September to May). Monday-Friday 10am-6pm May-September. Flexible hours are available most days, and occasional evening work may be necessary to accommodate families’ schedules once or twice a week.

BEAM provides a number of benefits including:

• Flexible working hours
• Health, dental and vision benefits including health plan options that are free for individuals
• 12 paid holidays including an office closure 
• 15 days of paid annual leave to start, and will increase by one day for each year worked for your first 5 years of employment
• Paid sick leave
• 12 weeks paid maternity/paternity leave
• 403(b) Retirement Plan with employer match of 50% of elective deferrals, up to 3% of eligible compensation
• Student loan reimbursement
• Pre-tax commuter benefits
• $1,500 annual allowance for professional development
  

APPLICATION PROCESS

• The initial step is to submit your application, including resume and responses to a few short application questions, via our online portal. When your application is complete, we will follow up with next steps,
• Next steps in our process will include a short 30-minute phone interview and/or sample projects so we can get to know you and you can show us your work. We believe in the importance of demonstrated ability and providing opportunities that allow candidates to demonstrate their relevant skills for the role throughout our process. The final step of our process is a final interview with the team. 
• We will review applications on a rolling basis until the position is filled. 
• We believe strongly in communication and collaboration. In the spirit of that collaborative atmosphere, we strongly encourage you to ask questions about the position! You can contact hiring@beammath.org.