Curriculum Developer, Probability, Game Theory, and Decisions

About the role

BEAM Bridge to Enter Advanced Mathematics (BEAM) creates pathways for students from low-income, low-access backgrounds to become scientists, mathematicians, engineers, and computer scientists. We provide BEAM students the same access to high-quality preparation in STEM as their more affluent peers, and we invest deeply in our students' success, with programming from middle school through college graduation focused on joyous, exciting, and rigorous mathematics, building vibrant communities, and supporting students in key life transitions such as college admissions and financial aid.

BEAM has grown from a small summer program serving 17 students in the summer of 2011 to a year-round, national program, serving 450+ 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 around 1000 elementary-aged students in seven different states, working to create a new nationwide pathway modeled on our local work.

Description of the position

In Fall 2026, we're launching an ambitious revisioning of BEAM's 8th–12th grade 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.

This is an opportunity to develop something new and genuinely cutting-edge in enrichment education programs, designing every stage of the major from classes to capstone projects. We expect this project to run from summer 2026 through May 2028. During that time, the role is structured as a part-time role (estimated 15–20 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 the three years, 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/dept

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 major will be led by one designer, 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.

In addition to that team, an advisory board for each major will support your work with deep subject matter expertise from researchers and industry experts. Additionally, you will work with and support teachers directly implementing the materials in their first launch.

Curriculum to be developed

This role is being hired to develop our "Risks, Decisions, and Money" major, which focuses on key ideas in probability and game theory, supporting skills for making good, data-informed decisions. All BEAM courses are designed for students to develop strong skills in mathematical problem solving and reasoning; this major additionally allows students to explore applications to decision-making both in finance and other fields. Finally, this major shows students very clearly how math is used in a rich way in other subjects.

The major will have three courses, each lasting for one semester with 24 hours of class time. Courses are designed to build on one-another and connect into a coherent storyline. The specific classes to be offered will be one of the early projects to think through, but we expect that both probability and game theory will play a major role. The courses are not designed to be equivalent to college courses, and are not intended to be comprehensive in their subject. Instead, each course will be narrowly designed to prepare students for their capstone projects. They'll highlight a few ideas or results that give students a greater depth of understanding and paint what the field is like. That focus on key results—rather than covering a broad subject—allows us to foster 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. Finally, the major will culminate in capstone projects. Examples of capstone projects that students might complete include: Determination of optimal strategies in games of chance, Simulating probabilistic processes such as Markov chains or random walks, Stock market simulations, Modeling real-world scenarios and decisions.

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

• Curriculum Writing (65%): Develop a roadmap for the Risks, Decisions, and Money major
  Draft capstone projects
  Outline the full course sequence
  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 each of the classes 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 within the major, 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

• Knowledge: Deep knowledge of mathematics at an advanced undergraduate or graduate level. Although this straddles pure and applied math, it is important that students can see math authentically, so we are expecting comfort with proofs as the language of mathematics and the layered abstraction of the fields of mathematics.
  Strong understanding of quantitative decision making at a high level, and its use in applied settings (especially finance, but also insurance, economics, and other areas).

• Skills and Abilities: Strong pedagogical skills, especially for teaching high 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 larger projects and completing them on-time.
  Strong collaboration skills.

Experience

• At least three years of teaching experience, preferably in contexts outside of the school curriculum.
  At least one prior experience creating a course independently rather than teaching from a prescribed curriculum.

• Experience working in programs that promote educational equity or teaching students from historically marginalized backgrounds.
  A strong understanding of diverse student backgrounds and needs, and how to design systems to thoughtfully support student needs.
  Specific knowledge of the barriers that low-income and minority students may encounter.

• Experience with educational enrichment programs that support students to do more advanced work, especially in mathematics or probability and game theory.
  Experience supporting students in significant independent projects (such as research projects).

• Experience with potential capstone projects, especially work experience involving probability and game theory.
  Experience writing curriculum for other instructors to use.

• Experience with STEM education and opportunities at the collegiate level or beyond, e.g. earned degrees, teaching, etc.

Salary, benefits, and other details

The salary for this position is $52,000 annually, based on an expected commitment of approximately 15-20 hours per week. This reflects BEAM's good faith estimate of the compensation for this role based on the anticipated scope and hours. This is a part-time, non-exempt position and the staff member in this role will need to track hours by completing weekly timesheets. Overtime is paid in accordance with applicable federal, state and local law.

In order to coordinate the full team of curriculum developers, candidates must be able to make themselves available Fridays from 2pm–5pm Eastern Time for any meetings. In addition, the role requires teaching and observing classes on Saturdays and so candidates must commute to either Los Angeles or New York City for many Saturdays throughout the year.

In order to observe instruction in the other city, there may be up to four 2-day trips per year to the other city.

BEAM provides a number of benefits including:

• Paid annual leave
• Paid sick leave
• 403(b) Retirement Plan
• Flexible working hours

Starting in fall 2026, teaching in-person on Saturday morning/afternoon (approximately 9AM-3PM; up to 20 weeks/year)

Up to twice per semester, travel to LA to observe their class being taught by another instructor local to LA.

Application process

Our process,