OPT AI ML Intern Jobs
AI ML Intern roles are among the most OPT-friendly positions in tech, with strong demand from employers already experienced in sponsoring international students. Most roles fall under STEM OPT, giving you up to 36 months of work authorization, and many lead directly to full-time offers with H-1B visa sponsorship.
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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 689+ OPT AI ML Intern Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new OPT AI ML Intern Jobs.
Get Access To All JobsTips for Finding OPT Sponsorship as an AI ML Intern
Target employers with a STEM sponsorship track record
Search OFLC disclosure data to find companies that have previously filed H-1B visa petitions for machine learning and AI roles. Employers already familiar with the process are far less likely to reject your application over OPT status concerns.
Confirm your internship qualifies for STEM OPT extension
AI and ML internships typically qualify for the 24-month STEM OPT extension, but only if the role is directly related to your CIP code. Verify this with your DSO before accepting an offer to avoid gaps in work authorization later.
Apply before your OPT start date whenever possible
Many employers want interns available immediately. If your EAD card isn't in hand yet, be transparent about your start date. Applying three to four months out gives you enough lead time to align your authorization window with the internship timeline.
Lead with your technical skills, not your visa status
Recruiters filter on skills first. Emphasize your Python, TensorFlow, PyTorch, or research experience upfront. Once you have an interview, address OPT directly and concisely. Burying the lede on visa status signals insecurity about something employers don't see as a barrier.
Ask about the e-verify status of the employer early
STEM OPT employers are legally required to be enrolled in E-Verify. Confirming this before you invest time in the interview process protects you from an offer you ultimately cannot accept. Most large tech employers are already enrolled.
Use your internship to build an H-1B case from day one
Document your contributions, tools used, and project outcomes throughout the internship. Strong performance records and a clear specialty occupation argument make converting your internship into an H-1B sponsorship significantly more straightforward when the time comes.
AI ML Intern OPT: Frequently Asked Questions
Can I work as an AI ML Intern on OPT?
Yes. AI and ML internships are squarely within the STEM fields that qualify for OPT work authorization. If your degree is in computer science, data science, electrical engineering, or a related STEM field, the role almost certainly aligns with your CIP code. Confirm with your DSO that the specific internship duties match your field of study before accepting the offer.
Do AI ML Intern roles qualify for the STEM OPT extension?
Most do, but qualification depends on two things: your degree's CIP code must be on the STEM designated degree program list, and the internship must be directly related to that field. AI and ML roles generally satisfy both conditions for students with degrees in computer science, statistics, or engineering. Your DSO makes the final determination, so loop them in early.
How do I find AI ML Intern roles where employers are open to OPT?
Migrate Mate is built specifically for F-1 OPT students and filters job listings to surface employers who are open to sponsoring international talent. Browsing AI and ML intern listings on Migrate Mate saves significant time compared to filtering through general job boards where OPT-friendly roles are not labeled. You can search by role type and see sponsorship-relevant details upfront.
What happens to my OPT if the AI ML internship ends early or is terminated?
If your internship ends before your OPT authorization period expires, you have a 90-day unemployment buffer on standard OPT. On STEM OPT extension, the buffer is 150 days total across the extension period. You are not required to find a new position immediately, but you should notify your DSO within ten days of the employment change and begin searching as soon as possible.
Will an AI ML internship count toward H-1B specialty occupation requirements later?
Yes. Documented internship experience in machine learning or artificial intelligence strengthens a future H-1B petition by demonstrating a track record of performing specialty occupation work. Employers filing an H-1B on your behalf can reference your internship duties as evidence that the role requires a degree in a specific technical field. Keep records of your projects, tools, and responsibilities throughout the internship.