BEAM for Summer Roles
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.
About the Role Senior Faculty, BEAM Discovery
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 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.
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.
Courses You Will Teach Senior Faculty teach one to two classes each day using BEAM‑provided lesson materials that focus on reasoning, exploration, and confidence building.
Morning Classes
Logical Reasoning:
Students explore puzzles and logic problems to develop structured thinking and casework skills.
Math Fundamentals:
Students deepen their understanding of foundational topics such as fractions, exponents, and geometry by exploring the conceptual “why.”
Afternoon Classes
Creative Problem Solving:
Students work through contest‑style and puzzle‑based problems that emphasize creativity and flexible thinking.
Applied Mathematics:
Students examine real‑world contexts in biology, astronomy, programming, or voting theory to see how mathematics shapes the world.
(Returning Senior Faculty may propose original classes.)
Key Responsibilities Instruction and Lesson Preparation
Teach one morning and/or one afternoon class using BEAM provided materials.
Prepare thoroughly by understanding the mathematics, reviewing solutions, and identifying misconceptions and scaffolds.
Adapt lessons to meet student needs while maintaining the core learning goals.
Use visuals, structured questioning, and reasoning support for multilingual learners.
Maintain pacing expectations and help faculty align on pacing across sections.
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.
Co‑facilitate collaboration spaces 3 to 4 times per week with the Academic Director to support faculty in strengthening instruction, planning lessons, and running effective problem‑solving blocks.
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
Establish and uphold norms for inquiry, collaboration, and respectful engagement.
Use strengths‑based and restorative redirection strategies consistent with BEAM’s behavior expectations.
Follow the 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.
Student Support & Community
Build positive relationships with students through class, meals, and activities.
Identify academic or social emotional concerns and communicate them through BEAM’s reporting systems.
Collaborate with the student support team to ensure students receive consistent care.
Join Discovery activities, share meals with students, and supervise relays at least three times a week.
Help maintain a welcoming, structured camp environment.
Attend 1 to 2 weekly staff meetings for alignment, professional development, and community building.
Provide emergency coverage for supervising students as needed.
Training, Communication, and Wrap Up
Attend all pre‑camp training and complete onboarding requirements.
Participate in end‑of‑camp wrap up, reflections, and completion of required documentation and feedback.
What You Bring
Classroom Leadership Experience:
At least five years as the primary instructor in a school, enrichment program, math circle, or similar environment.
Coaching and Mentorship Experience:
At least two years supporting teacher growth through coaching, mentoring, or instructional leadership.
Commitment to Equity:
A belief that all students can succeed in mathematics and a commitment to creating culturally affirming, identity‑safe classrooms.
Student‑Centered Teaching Expertise:
A strong foundation in inquiry‑based, discussion‑driven instruction.
Mathematical Readiness:
A robust understanding of middle school mathematics and enthusiasm for diving into Discovery course topics.
Growth Mindset:
A reflective practice and openness to collaborating with all team members.
Strong Communication Skills:
Ability to facilitate adult learning, give clear and compassionate feedback, and build trusting relationships.
Preferred Experience:
Worked with middle school and/or high school students.
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 Visas 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.
Professional development before camp.
A collaborative, supportive team.
2–4 staff dinners during camp to relax, connect, and celebrate.
Location
BEAM Discovery LA:
Central LA Location
BEAM Discovery NYC:
New Design High School and Uptown location
Compensation
Full‑time positions:
$8,500 for the duration of the program.
Part‑time positions:
$4,250. Work either in the morning (9 AM–12:30 PM) or afternoon (Noon–3:30 PM).
Pre‑Work:
$32.50 per hour as Pre‑Summer Set Up Associate.
Application Process For more information and to apply, please contact us at
Bruce@beammath.org . For information on our residential summer camps, check out our BEAM Summer Away postings!
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.
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.
Voluntary Self‑Identification of Disability Form CC‑305 Page 1 of 1 OMB Control Number 1250‑0005 Expires 04/30/2026
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 toward 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
Disability Status: 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.
#J-18808-Ljbffr
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.
About the Role Senior Faculty, BEAM Discovery
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 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.
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.
Courses You Will Teach Senior Faculty teach one to two classes each day using BEAM‑provided lesson materials that focus on reasoning, exploration, and confidence building.
Morning Classes
Logical Reasoning:
Students explore puzzles and logic problems to develop structured thinking and casework skills.
Math Fundamentals:
Students deepen their understanding of foundational topics such as fractions, exponents, and geometry by exploring the conceptual “why.”
Afternoon Classes
Creative Problem Solving:
Students work through contest‑style and puzzle‑based problems that emphasize creativity and flexible thinking.
Applied Mathematics:
Students examine real‑world contexts in biology, astronomy, programming, or voting theory to see how mathematics shapes the world.
(Returning Senior Faculty may propose original classes.)
Key Responsibilities Instruction and Lesson Preparation
Teach one morning and/or one afternoon class using BEAM provided materials.
Prepare thoroughly by understanding the mathematics, reviewing solutions, and identifying misconceptions and scaffolds.
Adapt lessons to meet student needs while maintaining the core learning goals.
Use visuals, structured questioning, and reasoning support for multilingual learners.
Maintain pacing expectations and help faculty align on pacing across sections.
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.
Co‑facilitate collaboration spaces 3 to 4 times per week with the Academic Director to support faculty in strengthening instruction, planning lessons, and running effective problem‑solving blocks.
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
Establish and uphold norms for inquiry, collaboration, and respectful engagement.
Use strengths‑based and restorative redirection strategies consistent with BEAM’s behavior expectations.
Follow the 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.
Student Support & Community
Build positive relationships with students through class, meals, and activities.
Identify academic or social emotional concerns and communicate them through BEAM’s reporting systems.
Collaborate with the student support team to ensure students receive consistent care.
Join Discovery activities, share meals with students, and supervise relays at least three times a week.
Help maintain a welcoming, structured camp environment.
Attend 1 to 2 weekly staff meetings for alignment, professional development, and community building.
Provide emergency coverage for supervising students as needed.
Training, Communication, and Wrap Up
Attend all pre‑camp training and complete onboarding requirements.
Participate in end‑of‑camp wrap up, reflections, and completion of required documentation and feedback.
What You Bring
Classroom Leadership Experience:
At least five years as the primary instructor in a school, enrichment program, math circle, or similar environment.
Coaching and Mentorship Experience:
At least two years supporting teacher growth through coaching, mentoring, or instructional leadership.
Commitment to Equity:
A belief that all students can succeed in mathematics and a commitment to creating culturally affirming, identity‑safe classrooms.
Student‑Centered Teaching Expertise:
A strong foundation in inquiry‑based, discussion‑driven instruction.
Mathematical Readiness:
A robust understanding of middle school mathematics and enthusiasm for diving into Discovery course topics.
Growth Mindset:
A reflective practice and openness to collaborating with all team members.
Strong Communication Skills:
Ability to facilitate adult learning, give clear and compassionate feedback, and build trusting relationships.
Preferred Experience:
Worked with middle school and/or high school students.
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 Visas 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.
Professional development before camp.
A collaborative, supportive team.
2–4 staff dinners during camp to relax, connect, and celebrate.
Location
BEAM Discovery LA:
Central LA Location
BEAM Discovery NYC:
New Design High School and Uptown location
Compensation
Full‑time positions:
$8,500 for the duration of the program.
Part‑time positions:
$4,250. Work either in the morning (9 AM–12:30 PM) or afternoon (Noon–3:30 PM).
Pre‑Work:
$32.50 per hour as Pre‑Summer Set Up Associate.
Application Process For more information and to apply, please contact us at
Bruce@beammath.org . For information on our residential summer camps, check out our BEAM Summer Away postings!
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.
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.
Voluntary Self‑Identification of Disability Form CC‑305 Page 1 of 1 OMB Control Number 1250‑0005 Expires 04/30/2026
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 toward 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
Disability Status: 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.
#J-18808-Ljbffr