ABOUT THE ROLE

We’re launching a pilot after-school math program for 4th graders in NYC and LA, and we’re looking for educators who genuinely enjoy a good logic puzzle.

This isn't about test prep. It’s about creating a space where 10-year-olds can dive into "messy" math and develop the deep reasoning skills they’ll need for the long haul. We provide the curriculum, but as a pilot instructor, you are a key partner in building the program. You’ll lead weekly sessions, observe how students grapple with the material, and then meet with our team to help us refine the activities based on what actually happens in your classroom.

We want to work with people who respect how kids think and are committed to making high-level math accessible to students who have traditionally been excluded from it. If you’re someone who loves solving tricky problems and wants to help students realize their own mathematical potential, we’d love to have your perspective on the team.

KEY RESPONSIBILITIES:

Note: all work other than running the clubs at schools will be done virtually.

Running after-school clubs (50%)

• After-school educators will be assigned 2-3 schools in either NYC or LA. Educators are responsible for leading club sessions once a week per school for the duration of the school-year. Club sessions will be approximately 90 minutes long; the length will be determined by the individual school schedules.
  • Club capacity is set to a minimum 5 students and maximum 18 students; students must be on grade level in Math and ELA and commit to 80% attendance to the club
• Attend monthly training focused on concrete pedagogy skills.

Monitoring student engagement and progress (20%)

• Tracking weekly student attendance and following up on repeated absences.
• Tracking and assessing student work for mathematical progress.
• Writing evaluations of students that encompass their interest and growth.
• Administering student surveys.

Contributing to developing the pilot program (30%)

• Contributing and testing activity, lesson, and/or game ideas to support ongoing curriculum development.
• Weekly debrief meetings with the other educators in the program to assess student engagement and make necessary adaptations to upcoming club sessions.
• Providing ongoing feedback about the curriculum materials and other elements of the program to support the pilot effort.

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. 

Math Teaching Experience: At least two (2) years of teaching math, preferably as the main instructor regularly leading a classroom. Some experience must be with students in 3rd-7th grade.

• Commitment to Equity and Student-Centered Teaching: Learners take the lead, exploring, questioning, and justifying their reasoning. You understand that productive struggle, collaboration, and inquiry are at the heart of building confident problem-solvers and you create an inclusive classroom where all students feel valued and capable.
• Growth Mindset: A reflective teaching practice and openness to feedback with the ability to thoughtfully implement feedback as an opportunity to enhance your practice.
• Effective Communication and Collaboration: The ability to connect with students and colleagues in ways that foster understanding, collaboration, and support.
• Passion for logic puzzles and problem solving.
• Strong understanding of and ability to break down math concepts up through Algebra 1.
• Flexibility and willingness to adapt during a pilot year of a program. 
• Proficiency with Google Workspace.

Exceptional Candidates Will Also Have Experience:

• Working with students from low-income or historically marginalized communities.
• Supporting multilingual learners.
• Developing math curriculum and/or assessments.

SCHOOL LOCATIONS

We will be assigning schools to educators based on location and schedule. Please review the locations below to ensure you would be comfortable commuting to at least two schools in your city:

• New York City
• West Harlem, near City College (2 schools)
• East Harlem, between 97th and 110th st
• Crown Heights, near Utica Ave
• Canarsie, near the Canarsie-Rockaway Pkwy L station
• Prospect Lefferts Gardens
• Los Angeles
• Echo Park, near the lake
• Harvard Heights
• Westlake, near MacArthur Park
• Watts, near Ted Watkins Memorial Park
• Boyle Heights, south of Whittier Blvd

PHYSICAL DEMANDS

Must be able to perform the essential functions of the job, with or without reasonable accommodation

• Constant (50%+) sitting/standing
• Frequent (26-50%) walking/bending

PAY & SCHEDULE

Availability needed Monday - Friday during after school hours (1:30 - 5:30 pm) for approximately 8-12 hours per week. Specific schedule will be based on assigned school(s) dismissal time.

Pay is $40/hour

APPLICATION PROCESS

• The initial step is to submit your application, including resume and responses to a few short application questions, via our online portal. When your application is complete, we will follow up with next steps,
• Next steps in our process will include a short 30-minute phone interview and/or sample projects so we can get to know you and you can show us your work. We believe in the importance of demonstrated ability and providing opportunities that allow candidates to demonstrate their relevant skills for the role throughout our process. The final step of our process is a final interview with the team and reference checks as well as pre-employment (TB testing, fingerprinting, and background checks). 
• We believe strongly in communication and collaboration. In the spirit of that collaborative atmosphere, we strongly encourage you to ask questions about the position! You can contact hiring@beammath.org.
• This position has an anticipated start date of August 3, 2026.