We’re hiring educators. Six ways to teach with us.

Curriculum designer.

Our curriculum doesn’t live in lessons. It lives inside the wizards — the moments where a kid asks the AI for a change, sees what it proposes, and decides whether to keep it. Every one of those moments is a chance to teach prompt steering, AI variability, hallucination, context, iteration, or any of the other concepts that add up to actual AI literacy. The curriculum designer is the person who reads what kids did last week and asks "where could this moment have taught more, without making the kid stop and read a paragraph?"

What we’d want to read about you:

• You’ve designed a curriculum that real kids actually went through — in a classroom, in a tutoring practice, in an after-school program, in an ed-tech product you helped build.
• You think kids learn AI best by being given enough rope to misuse it and the prompt-after-the-fact to notice. Not by being lectured first.
• You can read a wizard transcript and have an opinion about why the kid lost interest, why the AI gave a bad first answer, or where the lesson moment hid behind unnecessary words.
• You can read or write a little code — not as an engineer, but enough to write a wizard step in markdown and know what it’s asking the AI to do.

Pedagogy researcher / learning scientist.

Tell and Show makes claims that need evidence. “Kids learn AI by making real things” is a hypothesis the studio runs against thousands of kid-sessions a year. The pedagogy researcher is the person who turns those sessions into measurable claims: which wizard moments lead to retained understanding a month later, which fail, which kids the curriculum reaches and which it misses. Works closely with the curriculum designer — designer ships content, researcher generates the evidence that says whether the content worked.

What we’d want to read about you:

• A background in learning sciences, educational psychology, classroom research, or comparable practitioner experience (curriculum evaluator, ed-tech researcher, school-system data person).
• You can design a small mixed-methods study and not overclaim its findings. You know what a confidence interval is and what it isn’t.
• You write up “this didn’t work” reports as carefully as you write up the wins. We don’t market with research, so you’ll never be asked to bury an inconvenient result.
• You read other people’s work in the field critically and can tell us when something we’re proud of has been refuted by somebody else two years ago.

Lead educator — cohorts and individual lessons.

The person who sits with a kid (or a small cohort of kids) every week for the four weeks it takes them to go from idea to a real, public URL. Our cohort program is four to six kids working on the same track at the same time; our individual-lesson format is 1:1 or sibling pairs. Same loop, different room. You can lead either, or both. You will be the human face of Tell and Show for the family you’re working with — the person they DM when something is great and the person they DM when something is stuck.

What we’d want to read about you:

• You’ve taught kids ages 8-13 before — in a classroom, a workshop, a tutoring practice, a maker space, a music studio, a chess club. The credential matters less than the kids finishing things.
• You have your own creative practice on one of our four tracks: you’ve built a game, written a story or comic, made a website, or directed a short film. Real work we can read or play or watch. Kids learn faster from someone who’s still making.
• You can hold two kids at once: the one rocketing past your lesson plan, and the one stuck on the second wizard. The lesson is what they actually need, not what you wrote down at 9am.
• You’re comfortable saying "I don’t know — let’s ask the AI together" in front of a kid, and you can model what good asking looks like.
• You think four weeks is plenty to ship something a grandparent can play.

Format flexibility: cohort sessions run weekly (60-90 minutes per session). Individual lessons are scheduled with families. Both are paid per session; the more sessions you run, the more you earn. We’ll talk about rates honestly when we talk.

Per-track specialist educators — Game, Story, Site, Movie.

The lead educator above is a generalist. As cohort demand on a specific track grows past what a generalist can carry, we bring in specialists: a game designer who teaches Game cohorts, a fiction writer or comics author who teaches Story, a web developer who teaches Site, a filmmaker who teaches Movie. Each is a working creator first and a teacher second — you stay rooted in your own practice; the teaching keeps it sharp; the practice keeps the teaching honest.

What we’d want to read about you:

• Pick your medium and point us at it: a game on a store, a published comic or novel, a website with real traffic, a short film at a festival or with real audience.
• You’ve taught a kid in your medium before. The kid didn’t have to “love your subject” first — they grew to love it because you taught them well.
• You’re as comfortable saying “let’s try the wizard and see what Inkie does” as you are demonstrating the manual version. The AI is a tool you teach with, not a topic you teach about.

Each track-specialist line opens independently as cohort demand grows. Game is most likely to open first — that’s the track Theo lives in — but if you’re in Story, Site, or Movie, write us anyway. We’ll know who to call when that track’s waitlist gets long.

Accessibility / neurodivergent education specialist.

A meaningful fraction of the kids we serve are neurodivergent — ADHD, autism-spectrum, dyslexia, processing differences. The maker-loop pedagogy works particularly well for many of them, but the wizards, the cohort pacing, and the educator’s instinct can all be sharpened by someone who has spent real time teaching neurodivergent kids in this age range. This is not a sensitivity-review role. It’s a “make the product genuinely better for kids who would otherwise have been left out” role.

What we’d want to read about you:

• You’ve taught neurodivergent kids in the 8-13 age range — special-ed classroom, learning-difference tutoring practice, OT/SLP-adjacent work, neurodivergent-led education program, or homeschool community.
• You can read a wizard step and say “this is going to lose the kid with executive-function load” or “this will land hard for the kid who already over-prepares,” with specifics for why.
• You’re allergic to performative accessibility. The role is to make things actually work, not to add disclaimers.
• You can co-design wizard variants (slower pacing, fewer simultaneous choices, different sensory loads) without making them feel “the easy version.”

Family workshop facilitator.

Our cohorts are kid-only. Our individual lessons are kid-only. But some families want to make together — parent + kid, sibling + sibling, neighborhood-friends-night. The workshop facilitator designs and runs those formats: 90-minute pop-ups in someone’s living room or a local library, demo nights where four families show what their kids made, family weekends where the studio is the table everyone sits around. Community programming, in other words — the part of education that isn’t scheduled in 60-minute blocks.

What we’d want to read about you:

• You’ve facilitated a mixed-age workshop before — a maker space drop-in, a parent + kid coding camp, a family chess night, a multigenerational art class, a library workshop series.
• You can manage the room where the eight-year-old wants to add explosions and the parent wants to talk to a stranger about what tools we use.
• You enjoy the “messy, loud, three-things-happening-at-once” pace of a family event. The cohort lead’s calm-and-focused isn’t your default; warm-and-welcoming is.
• You’re comfortable being the only Tell and Show person in the room with twelve parents and fifteen kids. The product sells itself; you just keep the room going.

How we teach.

The kid is the maker. The educator is the corner-of-the-room presence that knows when to lean in and when to let them figure it out. We do not lecture. We do not pre-empt failure. We do not run "today we’ll learn what a prompt is" sessions — the kid runs into prompts in the studio in the first ten minutes, and the lesson lands because they wanted it.

Our AI-literacy concepts (prompt steering, tool use, hallucination, context, iteration, AI variability, custom instructions) are listed at /ai-literacy. The curriculum designer’s job is to make sure every one of those concepts surfaces inside the maker loop. The lead educator’s job is to be there when it does — to ask the right next question, not to deliver the right next answer.

We write down what we learn. After every cohort and every block of lessons, the educator writes a short note about what worked, what didn’t, and which kid said something worth quoting. Those notes feed the curriculum designer’s next pass. The loop is small enough to actually close.

How to write us.

Send an email to hello@tellandshow.ai. The subject line “Educators at Tell and Show” routes it to the right pile.

Tell us which role (or both) you’re reading yourself into. Send a few sentences about a kid you taught who finished something real, or a curriculum unit you designed that landed. One or two links if you’ve made or taught something we can look at. We don’t need a résumé, a cover letter, or a portfolio site.

We read every email and reply to the ones that fit. We do not send form letters. If we don’t have a place for you right now, we’ll say so directly and tell you what would change that.