OPT Machine Learning Intern Jobs
Machine Learning Intern roles are among the most OPT-friendly positions in tech, with many employers accustomed to sponsoring CPT and OPT students from university pipelines. Most roles require Python and foundational ML frameworks. Your OPT start date and STEM designation directly affect which employers can realistically hire you.
Find OPT Machine Learning Intern JobsOverview
Showing 5 of 689+ Machine Learning Intern jobs
See all 689+ Machine Learning Intern Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Machine Learning Intern roles.
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 Machine Learning Intern Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new OPT Machine Learning Intern Jobs.
Get Access To All JobsTips for Finding OPT Sponsorship as a Machine Learning Intern
Lead with your STEM OPT eligibility
STEM OPT extends your work authorization to 36 months if your degree is in computer science, data science, or a related field. Mention this upfront in applications. Many ML hiring managers don't know the difference and assume all OPT ends at 12 months.
Target employers with existing OPT infrastructure
Companies that have hired OPT students before already know the process. Look for internship programs at mid-to-large tech companies, research labs, and AI startups that list university recruiting pipelines. Prior OPT hiring is the strongest signal they'll do it again.
Apply before your OPT start date is imminent
Most internship hiring cycles run three to six months in advance. If your OPT authorization starts in May, applications should go out in November or December. Waiting until authorization is active significantly narrows your options and raises urgency for employers.
Quantify your ML project experience specifically
Vague claims about machine learning experience don't move recruiters. Name the dataset, the model architecture, the accuracy improvement, and the framework you used. Specific technical detail signals you can contribute from day one, which reduces perceived hiring risk.
Clarify your authorization timeline proactively
In your cover letter or first recruiter message, state your OPT end date and whether you qualify for STEM extension. Removing ambiguity early prevents your application from being filtered out by coordinators who default to excluding anyone with time-limited work authorization.
Prepare to explain OPT to non-technical interviewers
HR coordinators and hiring managers frequently confuse OPT with H-1B visa sponsorship requirements. Have a one-sentence explanation ready: OPT is pre-authorized by USCIS and requires no employer petition. Clarity here can move your application forward when confusion would have stalled it.
Machine Learning Intern OPT: Frequently Asked Questions
Can I work as a Machine Learning Intern on OPT without employer sponsorship?
Yes. OPT is pre-authorized work authorization issued by USCIS through your university. Employers don't file petitions or pay immigration fees to hire you on OPT. You do need an offer letter and your employer's information for DSO reporting, but there's no visa sponsorship requirement during your authorized OPT period.
Do Machine Learning Intern roles qualify for STEM OPT extension?
They often do, but it depends on your degree field and the role's SOC code. If your internship employer classifies the role under a STEM SOC code and your degree is in a qualifying field such as computer science, electrical engineering, or statistics, you can apply for the 24-month STEM OPT extension. Confirm the SOC code with your employer before your standard 12-month OPT expires.
How do I find Machine Learning Intern positions that are open to OPT students?
Migrate Mate filters job listings specifically for F-1 OPT students, so you're not sifting through postings that require citizenship or green card status. Searching there surfaces employers already familiar with OPT work authorization, which meaningfully improves your chances of getting a response compared to general job boards.
What happens if my Machine Learning Internship ends before my OPT authorization expires?
Your OPT authorization remains valid until the end date on your EAD card. However, OPT requires that you maintain employment or actively pursue employment. If your internship ends, you have up to 90 cumulative days of unemployment during standard OPT and 150 days during STEM OPT before your status is at risk. Start your next application search immediately.
Does a Machine Learning Intern role at a startup count for OPT employment reporting?
Yes, startup employment counts as valid OPT work as long as the role is directly related to your major field of study. You'll need to report the employer's name, address, and your start date to your DSO within 10 days of starting. The company doesn't need to be large or well-known, but the position must be a genuine, paid role in a relevant field.