Bridge to Enter Advanced Mathematics (BEAM)
Junior Faculty, BEAM Discovery
Bridge to Enter Advanced Mathematics (BEAM), New York, New York, us, 10261
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.
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.
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.
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 Program Location
Dates 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.
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.
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.
We believe all individuals with disabilities enjoy an inclusive environment and we ask candidates to provide information about their disability status, if applicable. BEAM efforts promote a 7 % workforce participation by people with disabilities.
Note: The following list is a sample of disabilities that may be considered. Selecting a disability label does not guarantee eligibility for accommodation.
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
#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.
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.
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.
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.
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 Program Location
Dates 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.
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.
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.
We believe all individuals with disabilities enjoy an inclusive environment and we ask candidates to provide information about their disability status, if applicable. BEAM efforts promote a 7 % workforce participation by people with disabilities.
Note: The following list is a sample of disabilities that may be considered. Selecting a disability label does not guarantee eligibility for accommodation.
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
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