DESCRIPTION OF THE POSITION

While our middle school programming focuses on summers, during 8th12th grade, BEAM offers weekend classes year-round so that students can go deeper in their studies and stay in community with one-another. In Fall 2026, we’re launching an ambitious revisioning of that programming centered on the opportunity for our 9th grade students to declare majors. Each major will allow students to go deeper and more in-depth on a topic that school does not cover. Engaging, authentic classes will build towards a capstone project in 11th grade which will be a significant piece of work in the field. Thus, they’ll be able to develop independence in their studies, and to experience what it “really feels like” to engage with cutting-edge work.

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

We expect this project to run from June 2026 through December 2026. During that time, the role is structured as a part-time role (estimated 1317 hours/week) that can fit around other obligations, providing considerable flexibility to make your own hours (within certain requirements; see below). At the end of December, although the project will be complete, there are likely to be additional opportunities to apply for other roles and continue the work with BEAM, for example by designing other curricula, leading professional development for our instructors, or perhaps in a full-time mathematical role.

DESCRIPTION OF THE TEAM/DEPARTMENT

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

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

DESCRIPTION OF THE CURRICULUM TO BE DEVELOPED

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

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

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

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

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

SUPERVISION

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

KEY RESPONSIBILITIES:

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

Curriculum Writing (65%)

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

Teaching and Observations (15%)

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

Supporting Instruction (10%)

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

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

PHYSICAL DEMANDS

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

QUALIFICATIONS

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

Knowledge

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

Skills and Abilities

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