KAIS is dedicated to providing a unique and personalized educational experience that goes beyond the traditional classroom. Founded with a vision to foster creativity, critical thinking, and a love for learning, KAIS has grown into a thriving community where students are encouraged to explore their passions and reach their full potential. Our approach combines the best of traditional and progressive education, ensuring that our students are not only academically prepared but also equipped with the social and emotional skills needed to succeed in today’s world.
KAIS International School was co-founded in 2006 by Jonathan Yaffe and Charles Knudsen, beginning its journey with a focus on high school education. The school started with humble beginnings in a small house in Tokyo, where the founders aimed to create a nurturing and supportive environment for students. Their vision was to provide an exceptional educational experience that prioritized individual growth and community.
Operating under the umbrella of Kikokushijo Academy, the parent company, KAIS set out to establish a unique educational framework that would serve students’ diverse needs. In 2014, the school expanded its offerings to include the Elementary and Middle School, reflecting a commitment to providing a continuous educational pathway from an early age.
As KAIS grew, it began catering to students from Pre-Kindergarten all the way through Grade 12. This expansion allowed the school to create a cohesive learning environment, where students could develop academically and personally over many years. Today, KAIS is proud to be a vibrant community that emphasizes academic excellence, creativity, and a global perspective, equipping students with the skills and knowledge necessary for their futures.
Our mission is to serve Tokyo’s international community by providing an academically challenging, creatively stimulating, safe and caring learning environment. Our students are seekers of truth and promoters of compassion; we are co-authors of a future that values equality, global awareness, resilience, and responsibility over all else.
Education at KAIS nurtures the values, attitudes and expectations necessary to effectively shape one’s life and thrive in a complex and uncertain global environment. Student success is limited only by the expectations we have of them, and so our vision to cultivate their personal, social and global skills sets the bar high. Ultimately, KAIS seeks to foster confident, curious and self-fulfilled individuals; to nurture empathetic, welcoming and socially responsible members of the community; and to cultivate future leaders, conscientious and enthusiastic agents of positive change in the world.
Welcoming
We cultivate connection, community, and friendship with people across a diverse range of backgrounds, interests, and personalities.
Enthusiastic
We are excited about learning and thrive in a collaborative and spirited environment.
Curious
We ask questions of the surrounding world, and seek answers to these questions.
Reflective
We think deeply and critically about our thoughts, feelings, actions, and experiences.
Self-Motivated
We take initiative, set goals, and work hard to see them through to completion.
Resourceful
We find creative and practical solutions to problems, and are not deterred by obstacles and challenges.
Resilient
We recover quickly from setbacks and maintain a positive attitude in the face of challenges.
Responsible
We take ownership of our actions and hold ourselves accountable for what we say and do, always striving to have a positive impact on the world.
Global-Minded
We appreciate and respect the diversity and complexity of the surrounding world and are committed to making it a better place.
1. The primary purpose of education at KAIS is to foster children’s natural inclination towards joy and curiosity, and to assist them on their journey of self-discovery and self-fulfillment.
2. Our job as teachers is not to tell children what or how to think. At KAIS we are not in the business of promoting an ideology or elevating certain cultural practices over others. Our job, our duty as teachers is to open children’s eyes to the world’s unbounded possibilities. It is to mentor children as they seek to enrich their stock of knowledge, master essential skills, and develop their individual personalities in ways that give true meaning to their lives.
3. At KAIS we think of school life as constituting an important aspect of “real” life and not merely as a steppingstone or stopover on the way to “real” life. We realize that schooling must prepare children for their futures; but we believe that schooling must also have immediate relevance and significance for the lives they are living right now.
4. We at KAIS believe that the defining characteristics of the modern human are a love of compassionate sharing and the desire for true self-expression. With this in mind, we believe that schooling, through various collaborative and cooperative activities, should provide abundant opportunities to allow the free play and expression of these basic traits.
5. We believe first and foremost that children are persons. They have the natural right to be treated with the utmost dignity and respect. At KAIS, we do not talk down to children. We do not lecture or berate them. Rather than punishing or “making examples” of students for certain behaviors, we try to find effective ways to foster their ability to empathize with others and to recognize how their actions affect those around them. At times reprimands are necessary, but they are always given in a spirit of understanding and within the context of and as a concomitant part of helping the child to grow. Reprimands do not seek to shame or instill feelings of guilt, but rather to encourage self-reflection and self-improvement. At KAIS, we endeavor to help students to become engaged school citizens, to be active participants in school affairs who have a real voice in the school community. Through these “local” activities, students develop the compassion and confidence they need to become engaged members of the greater culture and global environment.
6. We of course do not know what technology will be like in twenty years, or how far it will have advanced. But we do know that current technology is already an integral part of children’s lives. We do not see technology as separate from human existence but as an extension of who we are and what we are capable of. Thus, at KAIS, we do not teach technology per se: we integrate technology into our lessons, thereby creating meaningful experiences in students’ lives right now and developing in them the tools and skills they need to carry on their lifelong journey of self-fulfillment.
7. Literature and history are worthy subjects of study in their own right, but at KAIS, we examine these and other subjects with a somewhat different objective. We mine these subjects for social and personal relevance; we study them as a way to shed light on the emotional and social and political issues that we face today. We do not glorify nor do we condemn the past. Rather, we see the past as a rich source of learning and object lessons. We see great literature and history as tools that will help students gain insight into human motives and motivation, that will give students a chance to see the peoples of past civilizations in their own context, that will afford students an opportunity to empathize and sympathize with their forebears’ errors and to emulate their successes so that we may better understand ourselves and our world today.
8. We at KAIS aim to inspire our students to strive to do their absolute best in everything they undertake. We provide them with the skills and caring support they need to overcome the low self-esteem, low expectations, and self-limiting habits that can prevent them from accomplishing their goals. We also believe that an interdisciplinary approach that seeks to develop multiple intelligences opens up myriad avenues through which students can learn essential skills and develop strength of character. Under the conventional “stative approach” to teaching and learning, children are apt to put restrictive labels on themselves and thereby limit their goals and underestimate their possibilities. The “process approach” used at KAIS prevents this self-limitation and helps students to understand that they are not “bad at math” or “good at English,” but rather that they are learners standing on a multi-faceted stairway that they can climb one step at a time through effort and effective strategies.
9. We at KAIS aim to help children master skills, not only because of a given skill’s future utility or earning capacity, but because the process of learning a skill—any skill—is a journey of self-discovery that in and of itself helps a child grow. At KAIS, we do not just “scratch the surface” of one skill after another, leaving each only half learned. Instead, we delve deeply into reading, writing, drawing, playing instruments, and other skills, extending the normal “limits” that children impose on themselves, helping them to break through obstacles such as boredom, indolence, fear of difficulty, low expectations, and lack of confidence.
10. KAIS teachers work together as teams to create the best possible learning atmosphere and classroom experience for our students. We embrace the interconnectedness and interdependence of all subjects, all fields of learning. We work openly in a spirit of trust and cooperation and mutual respect to take full advantage of that interconnectedness and the opportunities for cross-situational learning that it offers.
The Board of Trustees plays a crucial role in shaping the vision, policies, and strategic direction of our school. Their diverse expertise and unwavering dedication ensure that we continue to provide a high-quality education and nurturing environment for all our students.
Board Chair: Charles Knudsen
Co-Founder of KAIS International, Founder and CEO of KA International, a Tokyo-based education company specializing in English education for returnees and international students.
Vice Chair: Christopher Colucci
Head of Tech Operations and Communications at Kikokushijo Academy.
Board Treasurer: Kester Watters
Business Manager at Kikokushijo Academy
Board Member: Mei Takeuchi
Director of Kikokushijo Academy
Child Safeguarding Trustee: Aya Ninomiya
Neurodiversity-inclusion consultant and bilingual occupational therapist.
Board Member: Richard Nelson
Architect and a partner at Kengo Kuma & Associates.
School Director
Early Years Principal
Middle Years Principal
High School Principal
Kindergarten Teacher
Grade 1 Teacher; G1-4 Science Teacher
Grade 2 Teacher
Grade 3-4 Language Arts Teacher; Social Studies Program Coordinator
Classroom Assistant; Art Instructor
Classroom Assistant
Grade 5 Homeroom Teacher; Grade 3-4 Math Teacher; G5-8 STEM Teacher; STEM Program Coordinator
Kindergarten Science Teacher; Student Data Coordinator
Grade 5-6 Language Arts and Social Studies Teacher
Grade 6 Homeroom Teacher; English as an Additional Language Teacher
Grade 7 Homeroom Teacher; Grade 7-8 Language Arts Teacher; Grade 3-6 Social Studies Teacher
Grade 8 Homeroom Teacher; Grade 5-8 Math Teacher; Math Program Coordinator
Physical Education Teacher; Athletics Director
Japanese Language Teacher
Japanese Language Teacher
Japanese Language Teacher
Office Manager
Office Assistant
School Nurse
High School Math Teacher
High School Math Teacher
High School English Teacher; Designated Safeguarding Lead
Office Director
High School Art & Design Teacher
High School Science Teacher
Physical Education Teacher; Athletics Director
Japanese Language Teacher; Music Teacher
Social Studies Teacher
Office Assistant
School Nurse
School Counselor
Explore some of our policies to learn how we ensure a safe, supportive, and enriching environment for all members of our school community.
The policy provides a comprehensive framework designed to ensure the safety and well-being of all students. It outlines procedures for identifying and responding to potential abuse, including clear reporting mechanisms and protocols for staff and volunteers. The policy mandates regular training for all school personnel to recognize signs of abuse and understand their responsibilities in protecting children. It emphasizes creating a safe and supportive environment by implementing strict background checks, maintaining open communication channels with students and parents, and fostering a culture of vigilance and care. By adhering to this policy, the school aims to proactively safeguard children and provide a secure learning atmosphere.
The KAIS International Health and Safety Policy is a comprehensive framework designed to ensure the well-being and protection of all students, staff, and visitors. It outlines procedures for maintaining a safe school environment, including risk assessments, emergency response plans, and regular safety drills. The policy covers various aspects such as emergency and earthquake drills, fire safety, first aid, hygiene, and the safe use of school facilities and equipment.
The KAIS International Teaching and Learning Policy outlines the school’s definition of high quality teaching and learning, what it means to be a successful learner at KAIS, and the principles and practices that guide effective instruction and promote student success. To support high quality teaching and learning at KAIS we implement the principles of John Hattie’s Visible Learning research. Visible Learning is a body of research that synthesizes over 1,600 meta-analyses of educational research studies to identify the factors that have the greatest impact on student learning and achievement. The Visible Learning research indicates that one of the most powerful influences on student learning is how teachers think about learning and their role within the learning process. Visible Learning identifies ten mindframes for teachers that help maximize student achievement. High quality teaching and learning at KAIS follows these ten mindframes.
The KAIS International Behavior Management Policy outlines the strategies and procedures for promoting positive behavior within the school community. It emphasizes a positive and proactive approach to behavior management, focusing on creating a respectful and supportive learning environment through clear expectations and positive reinforcement. The policy details a prevention, intervention, and response process, using the principles of the Teaching with Love and Logic system developed by David Funk and Jim Fay. It outlines the roles and responsibilities of staff, students, and parents in maintaining a positive school environment and provides guidelines for implementing fair and constructive disciplinary measures when needed.
The KAIS International Information Technology (IT) Policy establishes guidelines for the responsible and secure use of the school’s information technology resources. It covers acceptable use of computers, networks, and internet access, ensuring that these tools are used ethically and effectively to support educational goals. The policy outlines measures to protect against cybersecurity threats, safeguard personal and school data, and maintain the integrity of IT systems. It also details the roles and responsibilities of students, staff, and IT personnel in managing and using technology resources.
The KAIS International Admissions Policy outlines the criteria and procedures for enrolling students at the school, ensuring a fair, transparent, and inclusive process. It details the application requirements, deadlines, and evaluation methods used to assess prospective students, including academic records, interviews, and entrance exams if applicable. The policy emphasizes equal opportunity, non-discrimination, and the school’s commitment to diversity. The policy also provides important information about the onboarding of new parents and students, ensuring that they acclimatize to the school community quickly and smoothly.
The KAIS International Recruitment Policy establishes a transparent and equitable framework for attracting, selecting, and retaining high-quality staff. It outlines the procedures for advertising positions, screening applicants, conducting interviews, and making hiring decisions, ensuring compliance with equal opportunity and anti-discrimination laws. The policy emphasizes the importance of selecting candidates who are not only qualified and experienced but also aligned with the school’s mission and vision. It includes guidelines for conducting thorough background checks and obtaining references to ensure the safety and integrity of the school community. By following this policy, the school aims to build a dedicated and skilled workforce committed to providing exceptional education and support to students.