History and Governance
Nishimachi was founded 1949 by the late Tané Matsukata, a Japanese national, who after the second world war had returned to Japan after seventeen years in the United States, where she received her education as a librarian. Miss Matsukata found Japan very badly scarred from the war while the slow process of rebuilding the country had begun. It was apparent to her that there was moral rebuilding to be done as well. In discussions with friends, who were mothers, she began to realize the important role that education would play in the reconstruction of Japan after the war and as a result started the school with four students who lived locally.
- Nishimachi International School is, legally, a school foundation (gakko hojin) and is recognized by the Tokyo Metropolitan Government as a foundation with seven directors and fifteen trustees. Its purpose is to carry out "educational undertakings designed to teach Japanese and foreign children the cultural values and skills necessary to become persons with international perspective." Its Articles of Endowment identify the authorities and responsibilities of Advisors, a Board of Trustees, Statutory Auditors, and a Board of Directors.
- The Board of Directors consists of seven persons, of whom one is the Headmaster, three are elected by the Board of Trustees, two are elected by the Directors who were themselves elected by Trustees, and one Director-Trustee elected jointly by the Board of Directors and the Board of Trustees.
- The Board of Directors hire and evaluate the Head of School and husband the Foundation's assets and direct their use for education. They meet periodically to monitor the operation of the school, determine policies, and set long-term objectives
The school is jointly accredited by the Western Association of Schools and Colleges (WASC) and the Council of International Schools (CIS). The accreditation is based on a yearlong self-study and the report of a visiting evaluation team, thereby providing a "stamp of approval," as well as a means to systematically evaluate the total school operation by involving the faculty, staff, students, and community. It also provides a common international evaluation criteria link with schools in the United States, in Asia and the Pacific as well as schools in Australia and Europe.