Senior Faculty, BEAM Summer

About the Role

BEAM’s mission is to create pathways for students from low‑income and underserved communities to become scientists, mathematicians, engineers, and computer scientists. This role supports students as they transition from middle school to college and beyond, through intensive summer programs, weekend classes, mentoring, and STEM‑focused support during college.

Senior Faculty members teach dynamic, inquiry‑driven math classes and serve as instructional leaders and mentors for Junior Faculty. The classroom is student‑centered, lively, and discussion‑rich, where students explore patterns, debate conjectures, and collaborate on open‑ended problems.

• Pure Topics: Explorations in abstract mathematics (e.g., graph theory, combinatorics, number theory, symmetry, or tessellations).
• Applied Topics: Math connected to real‑world phenomena (e.g., circuits, programming, biology, astronomy, voting theory, or data).
• Strategic Math Thinking: Contest‑style and puzzle‑based problems that build flexible strategies (e.g., casework, in variants, pattern recognition, and divisibility).
• Solving Big Problems: A semi‑scripted course where students grapple with deep, multi‑step problems that require stamina, collaboration, and proof‑style reasoning.

• Instruction and Curriculum Design
• Design and teach rigorous, student‑centered math courses aligned to BEAM’s Summer Away offerings.
• Prepare complete lesson materials (problems, examples, pacing plans, and solutions).
• Adapt instruction to student needs while maintaining the integrity of the course arc.
• Incorporate support for multilingual learners using visuals, structured explanations, and reasoning scaffolds.
• Use diagnostic listening and formative assessment to adjust instruction.
• 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 one to two collaboration sessions each week with the Academic Director for faculty and Junior Faculty.
• 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
• Set clear expectations and norms for inquiry, collaboration, and respectful engagement.
• Use calm, restorative redirection aligned with BEAM’s behavioral expectations.
• Follow and model the camp’s 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.
• Community and Camp Life
• Help cultivate a joyful, consistent camp experience by engaging in the community outside of class.
• Support evening free time, independent study, relays, and other activities at least five days per week.
• Eat meals with students and colleagues to build relationships and foster a welcoming environment.
• Attend field trips (hiking days, field days, or amusement park trips).
• Participate in staff meetings two to three times per week.
• Provide emergency coverage for supervising students as needed.
• Training, Communication, and Wrap‑Up
• Attend all pre‑camp training sessions and complete onboarding requirements.
• Use BEAM communication tools (radios, shared schedules, and shared drives).
• Participate in end‑of‑camp wrap‑up, including reflections, documentation, and curriculum archiving.

• Curriculum Design Expertise: Experience crafting inquiry‑driven, student‑centered lessons that promote deep problem‑solving and mathematical reasoning.
• Classroom Leadership
  
  Experience:
  
  At least five years as a primary instructor in a school, enrichment, university, or math circle environment.
• Coaching and Mentorship
  
  Experie…