Junior Faculty, BEAM Discovery

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

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.

Faculty teach one or two courses daily (morning and/or afternoon) using adaptable lesson materials provided by BEAM.

• Logical Reasoning: Students build logical thinking, casework, and methodical problem-solving through puzzles (e.g., liars-and-truth tellers, Ken Ken, Sudoku).
• Math Fundamentals: Students revisit foundational ideas (like fractions, exponents, and geometry) with depth and creativity, uncovering the underlying mathematical “why.”

• Creative Problem Solving: Students dive into rich contest-style problems in topics like combinatorics or geometry, learning to think flexibly and creatively.
• Applied Mathematics: Students explore how math connects to the real world through topics such as programming, biology, astronomy, or voting theory.

(New faculty use BEAM provided lessons. Returning faculty may propose and teach original courses.)

We are looking for math and STEM educators who love working with middle schoolers and are excited to teach in a collaborative, inquiry-driven environment. This role focuses on engaging students in rich mathematical thinking, supporting their growth as confident problem solvers, and partnering closely with fellow faculty and program leadership.

• Teach one morning and/or one afternoon class daily using provided lesson materials.
• 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.
• 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.

• Participate in coaching cycles including observations, debrief meetings, and implementing feedback.
• Attend academic collaboration sessions to align on pacing, goals, and instructional…