Curriculum Developer, Epidemiology / Mathematical Biology Major

DESCRIPTION OF THE POSITION

While our middle school programming focuses on summers, during 8th–12th 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.

Each major will be developed by a curriculum designer. 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 April 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/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 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.

DESCRIPTION OF THE CURRICULUM TO BE DEVELOPED

This role is being hired to develop our "Epidemiology" major. (We are also open to other subject areas in mathematical biology, with a preference for topics that would also be of interest to students who wish to be doctors.)

All BEAM courses are designed for students to develop strong skills in mathematical problem solving and reasoning; this major additionally allows students to explore mathematical modeling at a greater level of depth, which can be helpful to them in a number of STEM pathways even if they do not later pursue biology. Finally, this major shows students very clearly how math is used in a rich way in other STEM 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.

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:

• Analyzing a large real world data set
• Taking a published model of disease spread, implementing a simulation, and varying the parameters to see what happens
• Projects in mathematical modeling (even outside of biology); for example, the COMAP contests in mathematical modeling

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 a roadmap for the Epidemiology (or other mathematical biology) 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

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

• Deep knowledge of mathematics at an advanced undergraduate or graduate level. Although this is an applied math topic, 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.
• Engagement with authentic work in mathematical biology, such as research or industry work.
• 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 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.

Required 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.

Preferred Education and Experience

• 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 mathematical biology.
• Experience supporting students in significant independent projects (such as research projects).
• Experience with potential capstone projects, such as analyzing large data sets, or uses of mathematical modeling in other areas of study.
• 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.