OPT AI ML Engineering Jobs
AI ML Engineering roles are among the most OPT-friendly in tech, with high demand for F-1 students holding STEM OPT extensions. Most positions qualify for the 24-month STEM extension, giving you up to three years of work authorization while pursuing H-1B visa sponsorship through employers actively hiring international talent.
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Get Access To All JobsDiscolsure: The position is for the 2026-2027 School Year Only
REPORTS TO: Principal
SUPERVISES: May coordinate and direct the activities of teacher assistants.
PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.
DUTIES AND RESPONSIBILITIES
A. MAJOR FUNCTION: Management of Instructional Time
The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.
B. MAJOR FUNCTION: Management of Student Behavior
The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities—whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities; frequently monitors the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.
C. MAJOR FUNCTION: Instructional Presentation
The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.
D. MAJOR FUNCTION: Instructional Monitoring of Student Performance
The teacher maintains clear, firm and reasonable work standards and due dates; circulates during class work to check all students’ performance; routinely uses oral, written, and other work products to check student progress; poses questions clearly and one at a time.
E. MAJOR FUNCTION: Instructional Feedback
The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; affirms a correct oral response appropriately, and moves on; provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.
F. MAJOR FUNCTION: Facilitating Instruction
The teacher has an instructional plan which is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.
G. MAJOR FUNCTION: Interacting Within the Educational Environment
The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.
H. MAJOR FUNCTION: Performing Non-Instructional Duties
The teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth.
Direct Instruction and Student Support
- Direct instruction and intervention services for multilingual learners.
- Progress monitoring and language development support.
- Collaboration with classroom teachers.
- Student documentation and compliance requirements.
- Family communication and student support meetings.
Multilingual Learner Instruction
- Provide direct English Language Development (ELD) instruction to assigned multilingual learners.
- Deliver small-group, co-teaching, and/or classroom-based instructional services aligned to student language proficiency levels.
- Develop and implement lesson plans aligned with WIDA English Language Development Standards and district curriculum.
- Monitor student language development and academic progress through ongoing assessment and progress monitoring.
- Maintain student language plans, service documentation, progress records, and required state and federal documentation.
- Collaborate with classroom teachers to ensure appropriate accommodations, modifications, and instructional supports are implemented.
- Participate in MTSS, IEP, 504, and student support meetings as appropriate.
- Communicate regularly with families regarding student progress, services, and educational opportunities.
- Support multilingual learners through targeted intervention, tutoring, and enrichment opportunities as needed.
ADDITIONAL JOB FUNCTIONS
Performs other related work as required.
MINIMUM TRAINING AND EXPERIENCE
Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.
Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.
Ability to motivate students.
Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.
Ability to maintain order and discipline in a classroom. Ability to operate common office machines.
Ability to maintain basic files and records.
Ability to understand and follow oral and written instructions.
Ability to establish and maintain effective working relationships as necessitates by work assignments.
DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.
Discolsure: The position is for the 2026-2027 School Year Only
REPORTS TO: Principal
SUPERVISES: May coordinate and direct the activities of teacher assistants.
PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.
DUTIES AND RESPONSIBILITIES
A. MAJOR FUNCTION: Management of Instructional Time
The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.
B. MAJOR FUNCTION: Management of Student Behavior
The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities—whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities; frequently monitors the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.
C. MAJOR FUNCTION: Instructional Presentation
The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.
D. MAJOR FUNCTION: Instructional Monitoring of Student Performance
The teacher maintains clear, firm and reasonable work standards and due dates; circulates during class work to check all students’ performance; routinely uses oral, written, and other work products to check student progress; poses questions clearly and one at a time.
E. MAJOR FUNCTION: Instructional Feedback
The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; affirms a correct oral response appropriately, and moves on; provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.
F. MAJOR FUNCTION: Facilitating Instruction
The teacher has an instructional plan which is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.
G. MAJOR FUNCTION: Interacting Within the Educational Environment
The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.
H. MAJOR FUNCTION: Performing Non-Instructional Duties
The teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth.
Direct Instruction and Student Support
- Direct instruction and intervention services for multilingual learners.
- Progress monitoring and language development support.
- Collaboration with classroom teachers.
- Student documentation and compliance requirements.
- Family communication and student support meetings.
Multilingual Learner Instruction
- Provide direct English Language Development (ELD) instruction to assigned multilingual learners.
- Deliver small-group, co-teaching, and/or classroom-based instructional services aligned to student language proficiency levels.
- Develop and implement lesson plans aligned with WIDA English Language Development Standards and district curriculum.
- Monitor student language development and academic progress through ongoing assessment and progress monitoring.
- Maintain student language plans, service documentation, progress records, and required state and federal documentation.
- Collaborate with classroom teachers to ensure appropriate accommodations, modifications, and instructional supports are implemented.
- Participate in MTSS, IEP, 504, and student support meetings as appropriate.
- Communicate regularly with families regarding student progress, services, and educational opportunities.
- Support multilingual learners through targeted intervention, tutoring, and enrichment opportunities as needed.
ADDITIONAL JOB FUNCTIONS
Performs other related work as required.
MINIMUM TRAINING AND EXPERIENCE
Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.
Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.
Ability to motivate students.
Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.
Ability to maintain order and discipline in a classroom. Ability to operate common office machines.
Ability to maintain basic files and records.
Ability to understand and follow oral and written instructions.
Ability to establish and maintain effective working relationships as necessitates by work assignments.
DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.
See all 690+ OPT AI ML Engineering Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new OPT AI ML Engineering Jobs.
Get Access To All JobsTips for Finding OPT Sponsorship in AI ML Engineering
Target STEM-designated programs
Confirm your degree program carries an approved STEM CIP code before applying. AI and ML engineering roles almost universally qualify, but your specific degree classification determines STEM OPT eligibility, not the job title itself.
Apply to companies with H-1B sponsorship track records
Prioritize employers who have sponsored H-1B visa petitions in prior years. Companies regularly hiring ML engineers, including large tech firms and AI-focused startups, are far more likely to support your transition from OPT to long-term work authorization.
Highlight framework proficiency upfront
Employers screening for OPT candidates want to see TensorFlow, PyTorch, or JAX listed prominently on your resume. Burying technical skills below education or projects costs you interviews with hiring managers scanning for specific toolchain experience.
Start your job search 90 days before OPT begins
USCIS processing for OPT EAD cards can take 3 to 5 months. Filing early and beginning your job search well before your program end date gives you negotiating room and avoids gaps in authorization that alarm compliance-conscious employers.
Negotiate a start date that aligns with your EAD
You cannot legally begin work before your EAD card arrives and your OPT start date passes. Be direct with employers about your availability date early in the process to avoid offers that require immediate starts you cannot meet.
Document your OPT reporting obligations for employers
Many small and mid-size companies have not hired OPT students before. Explaining the E-Verify requirement and DSO reporting timeline upfront positions you as informed and organized, which builds employer confidence in moving forward with your offer.
AI ML Engineering OPT: Frequently Asked Questions
Do AI ML Engineering jobs qualify for the 24-month STEM OPT extension?
Yes, in almost every case. AI and ML engineering roles typically fall under computer science, electrical engineering, or data science degree programs, all of which carry approved STEM CIP codes. You still need to confirm your specific degree qualifies through your DSO before applying for the STEM extension, since eligibility is based on degree classification, not the job title.
What does an employer need to do to hire me on OPT for an AI ML role?
For standard OPT, your employer simply needs to be a legitimate U.S. organization that can offer you work in a field related to your degree. For STEM OPT, the employer must be enrolled in E-Verify, sign a formal training plan with you (Form I-983), and agree to report material changes in your employment to your DSO. Most established tech companies and funded AI startups already meet these requirements.
Can I work as an AI ML contractor or consultant on OPT?
Self-employment and independent contracting are not permitted under OPT. You need to be employed by a U.S. company in a traditional employer-employee relationship. Third-party staffing arrangements can qualify, but USCIS scrutinizes them closely for STEM OPT extensions, requiring clear evidence that the end client, not just the staffing agency, supervises your day-to-day technical work.
How do I find AI ML Engineering jobs where employers are open to OPT students?
The most reliable approach is to search within platforms that filter specifically for visa-sponsoring employers. Migrate Mate is built for this, letting you browse AI and ML engineering roles where employers have an established record of hiring F-1 OPT candidates. Searching general job boards without visa filters means most of your applications go to companies that will screen you out at the authorization question.
What happens to my OPT if my AI ML Engineering job ends unexpectedly?
You have a 90-day aggregate unemployment limit across your entire OPT period, reduced to 60 days if you are on STEM OPT extension. Days start accumulating from your first authorized OPT start date, not from when your job ends. If you exceed the limit, your OPT authorization is automatically terminated. Report any employment changes to your DSO immediately, since they track this and can advise on your remaining days.