OPT Machine Learning Research Jobs
Machine Learning Research jobs on OPT require STEM designation, which qualifies F-1 students for a 24-month OPT extension beyond the standard 12 months. Most roles sit inside research labs or AI teams at universities, national laboratories, and technology companies, all of which routinely sponsor H-1B visa and O-1 visas for strong candidates.
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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 705+ OPT Machine Learning Research Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new OPT Machine Learning Research Jobs.
Get Access To All JobsTips for Finding OPT Sponsorship in Machine Learning Research
Target STEM-designated programs
Verify your degree program carries an approved STEM CIP code before applying. Machine Learning Research roles qualify for the 24-month OPT extension only when your degree field matches the STEM designation list maintained by ICE.
Apply to research-heavy employers first
Universities, national laboratories, and corporate AI research divisions hire ML researchers regularly and have established immigration counsel on staff. These employers understand OPT timelines and are far more likely to sponsor H-1B visa or O-1 petitions after your authorization period.
File your OPT STEM extension early
USCIS recommends filing your 24-month STEM extension application 90 days before your initial OPT EAD expires. A timely filing gives you a 180-day automatic extension cap that keeps you authorized while USCIS processes your application.
Emphasize publications and research output
ML research hiring managers weight peer-reviewed publications, conference papers at NeurIPS, ICML, or ICLR, and open-source model contributions heavily. Strong research output also strengthens future O-1A or EB-1A immigration petitions based on extraordinary ability.
Clarify your authorization window upfront
Tell recruiters your exact EAD expiration date and STEM extension eligibility in the first conversation. Research teams plan hiring timelines months ahead, so knowing you have two to three years of work authorization removes a common sponsorship hesitation early in the process.
Build toward O-1 eligibility from day one
Machine Learning researchers accumulate O-1 qualifying evidence naturally through citations, peer review, judging competitions, and speaking at conferences. Documenting these activities from your first OPT role creates a strong immigration record independent of the H-1B lottery.
Machine Learning Research OPT: Frequently Asked Questions
Do Machine Learning Research jobs qualify for the 24-month OPT STEM extension?
Yes, provided your underlying degree is in a STEM-designated field such as Computer Science, Statistics, Mathematics, or Electrical Engineering. Machine Learning Research roles fall squarely within the STEM occupation categories that satisfy the extension criteria. You should confirm your specific CIP code with your DSO before filing.
How do I find Machine Learning Research employers that sponsor OPT and H-1B?
Migrate Mate filters job listings specifically for employers willing to sponsor international candidates on OPT, so you can focus your search on companies that have already committed to sponsoring work authorization rather than asking cold. Corporate research labs at large technology companies, university research groups, and federally funded AI institutes are the most active sponsors in this field.
Can I work as an independent or contract ML researcher on OPT?
Self-employment is not permitted on standard OPT. Your work must be directly related to your degree field and performed for an employer who reports your employment to your DSO within 10 days of your start date. Contract or consulting arrangements may be permissible if structured through an employer of record who fulfills the reporting requirement and the work is degree-related.
What happens to my OPT status if my Machine Learning Research position ends before my EAD expires?
OPT allows a cumulative unemployment limit of 90 days during the initial 12-month period and an additional 60 days during the 24-month STEM extension, for 150 days total. Exceeding these limits terminates your F-1 status. If your position ends, you should begin a new job search immediately and report any employment changes to your DSO without delay.
Does Machine Learning Research experience improve my long-term visa sponsorship prospects?
Substantially. Peer-reviewed publications, conference presentations at venues like NeurIPS or ICML, and measurable research impact build direct evidence for O-1A extraordinary ability petitions and EB-1A or EB-2 NIW green card categories. Employers in this field are also among the most experienced H-1B sponsors, meaning your transition from OPT to long-term status is a well-established path rather than an exception.