Senior Faculty BEAM Discovery

About BEAM

The mission of BEAM is to create pathways for students from low-income and historically marginalized 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 recent 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.

Senior Faculty, BEAM Discovery

 

Picturing our classrooms

At BEAM, we strive to create classrooms where students take the lead in doing mathematics. Picture them working in huddles or independently, exploring patterns on the board, debating strategies, and justifying their reasoning to their peers. Our classes feature open-ended challenges that invite every student —no matter their background—to jump in, explore, and grow. Teachers guide the process, fostering persistence and helping students make sense of math through inquiry and productive struggle. By affirming students’ strengths and identities, we empower them to see themselves as confident problem-solvers and mathematicians.

 

The type of math that you will teach

We run four types of courses at BEAM Discovery to help students grow in their mathematical skills and confidence. Each type of class focuses on different areas of mathematics (see below). You will teach a class of one type in the morning and of another type in the afternoon, using adaptable lesson materials* provided by BEAM.

Morning Classes

• Logical Reasoning: Through fun puzzles like Sudoku, KenKen, and liars-and-truthtellers, students build their logical reasoning skills. They learn to organize cases, work methodically, and spot contradictions to find solutions. 
• Math Fundamentals: Help students dive into familiar topics like fractions, exponents, and geometry, exploring them with depth and creativity. The goal is to move beyond memorization and uncover the "why" behind key concepts.

Afternoon Classes

• Creative Problem Solving: Guide students through exciting problems often found in math contests, from combinatorics to geometric patterns. This class emphasizes creative approaches and thinking deeply about a specific area of mathematics.
• Applied Mathematics: Introduce students to how math connects to the real world. Topics range from mathematical biology and programming to voting theory and astronomy, giving students a taste of how math is used in diverse fields.

*While new faculty use pre-made lesson materials, those who return for a second year have the opportunity to create and teach some of their own classes. Many of our pre-made courses started as successful BEAM classes designed by returning faculty.

 

About the role 

We are seeking experienced educators with extensive classroom experience who have also supported other teachers as mentors, coaches, or leaders—whether as a mentor, instructional coach, department chair, or in another similar role. As Senior Faculty, your primary responsibility will be teaching engaging, student-centered math classes that inspire curiosity and deep understanding. In addition, you will lead collaboration spaces, coaching faculty and junior faculty to improve their teaching practice, deepen their mathematical understanding, and foster engaging problem