OUR MISSION
The Elisabeth Morrow School’s shared purpose is to provide exemplary academics and character development in a diverse and inclusive child-centered community, inspiring students to become curious scholars, ethical leaders, and global citizens.
Awards, Honors & Endorsements
National Blue Ribbon School
Honored by the U.S. Department of Education for our academic excellence and high student achievement
Apple Distinguished School 2022–2026 and 2026–2029
Recognized for use of Apple technology to enhance children’s learning through hands-on projects with real-world connections
UN Global School
Designated for our commitment to integrating global citizenship and sustainable development education aligned with United Nations principles
National Gold Star School (2026)
Honored by the NAESP for exemplifying leadership, innovation, and a steadfast commitment to student success.
ASCA Student Council School of Excellence
(2025, 2026)
ASCA Exemplary Advisor Award
(2026, Erin Hennessy)
Awarded by the American Student Council Association for exceptional student leadership, community service, citizenship, and school spirit
Responsible AI in Learning (RAIL) Endorsement in AI Literacy, Safety, and Ethics
Earned through a rigorous evaluation of policies, practices, and safeguards for responsible AI use
Profile of an EMS Student
Students at The Elisabeth Morrow School bring curiosity, kindness, and effort to everything they do. They know that how they learn matters just as much as what they learn.
Guided by the 4 C’s (Courtesy, Consideration, Cooperation, and Compassion), our students grow the habits of mind they will carry with them in a world that is always changing, including how they think about and use new tools like AI.
These are the promises every EMS student makes:
- A Kind and Caring Community Member (The 4 C’s)
- I live the 4 C’s so that everyone around me feels welcome and safe.
- I treat others with courtesy and help every classmate feel seen and valued
- I do the right thing, even when no one is watching.
- A Teammate in Learning (Collaboration)
- I work with my classmates, teachers, and family to make learning better for everyone.
- I listen to ideas that are different from mine and learn from them.
- I do my share of the work and cheer on my teammates.
- A Clear and Honest Communicator (Communication)
- I share my ideas clearly and say what I really think.
- I listen carefully and give feedback that helps others grow.
- I use words, pictures, and technology to connect with people, not to hide from them.
- A Thoughtful Reflector (Reflection)
- I pause to think about what went well and what I could do better.
- I use feedback from my teachers and classmates to improve.
- I notice how I learn best and use that knowledge to grow.
- A Creative Explorer (Productive Creativity)
- I approach challenges with imagination and try new ways of solving problems.
- I explore new tools thoughtfully and ask how they can make my learning deeper.
- I let my curiosity lead me to original ideas of my own.
- A Careful and Curious Thinker (Critical Thinking)
- I ask good questions and look for evidence before I decide what is true.
- I check information carefully, especially when it comes from a computer or AI.
- I am brave enough to take on hard problems and think them through.
- A Friend Who Understands Feelings (Emotional Intelligence)
- I notice my own feelings and the feelings of others.
- I show patience and empathy, and I help others when they are struggling.
- I take care of my mind and body so I am ready to learn.
- A Resilient Student (Resilience)
- I keep trying when things are hard, because mistakes help me grow.
- I welcome change with a positive attitude.
- I see challenges as chances to become stronger.
- An Honest Student Who Keeps Growing (Self-Awareness)
- I know my strengths, and I am honest about what I am still working on.
- I ask for feedback and live the values of EMS in my choices.
- I stay humble, stay true to myself, and never stop learning.
Profile of an EMS Teacher
Teachers at The Elisabeth Morrow School embody the values and habits of mind we hope to cultivate in our students. They design learning environments where curiosity, compassion, and thoughtful engagement guide every interaction.
Guided by the 4 C’s (Courtesy, Consideration, Cooperation, and Compassion) and a commitment to reflective, ethical practice, our teachers model the dispositions needed to support student growth in a complex and rapidly changing world.
These are the commitments that define professional practice at EMS:
- An Ethical and Compassionate Community Builder (The 4 C’s)
- I embody the 4 C’s to build trust and belonging.
- I foster respectful, caring interactions that help every student feel seen and valued.
- I model integrity, empathy, and fairness in the classroom and community life.
- A Collaborative Partner in Learning (Collaboration)
- I partner with colleagues, students, and families to co-create meaningful learning experiences.
- I value and integrate diverse perspectives when designing instruction.
- I demonstrate shared responsibility and openness in professional teamwork.
- A Clear and Purposeful Communicator (Communication)
- I express ideas with clarity, integrity, and thoughtful intent.
- I listen actively and provide constructive feedback that advances understanding.
- I use multiple modes of communication to strengthen relationships and learning.
- A Reflective Practitioner (Reflection)
- I engage in ongoing reflection to refine my instructional choices and deepen their impact.
- I use feedback, data, and professional learning to grow my practice.
- I model thoughtful self-evaluation for my students.
- A Creative and Innovative Designer of Learning (Productive Creativity)
- I approach challenges with imagination, flexibility, and purposeful experimentation.
- I explore emerging tools and pedagogical approaches thoughtfully to enhance learning.
- I inspire curiosity and originality through dynamic learning experiences.
- A Critical and Discerning Thinker (Critical Thinking)
- I model ethical judgment, evidence-based reasoning, and multiple-perspective thinking.
- I guide students to evaluate information responsibly and analyze issues with care.
- I encourage intellectual risk-taking and inquiry grounded in empathy and relevance.
- An Emotionally Intelligent Educator (Emotional Intelligence)
- I demonstrate empathy, patience, and emotional awareness in all interactions.
- I support the social-emotional needs of my students by cultivating a safe and responsive classroom environment.
- I teach and model healthy emotional regulation and interpersonal care.
- A Resilient and Adaptive Professional (Resilience)
- I respond to change with flexibility, optimism, and professionalism.
- I view challenges as opportunities to strengthen my practice and model perseverance.
- I embrace growth-minded approaches to evolving tools, ideas, and contexts.
- A Self-Aware Model of Integrity and Growth (Self-Awareness)
- I reflect on my identity, strengths, biases, and areas for growth and development.
- I seek feedback and align my actions with the mission and values of EMS.
- I demonstrate authenticity and humility in my ongoing learning.
The Beginning
The Elisabeth Morrow School, an independent, coeducational day school for children aged 2 through eighth grade, was founded in 1930 as the “The Little School” by Smith College classmates Elisabeth Morrow and Connie Chilton.
In their quest to start a school for young children, these passionate educators traveled the world, studying with pioneers such as Maria Montessori and John Dewey. According to Elisabeth, this new school would include a balance of “faith in the old education and trust in the new” in an environment of “individuals working toward a common purpose.”
Nearly a century later, on the site of the former Morrow family estate, our school occupies a beautiful, 14-acre setting — a certified wildlife habitat with outdoor classrooms, multiple technology and science labs, innovation hubs, playgrounds, libraries, athletic facilities, nature trails, gardens, and a brook. We educate students from more than 55 communities in Bergen, Hudson, and Union counties in New Jersey and Manhattan, the Bronx, and Rockland counties in New York. Our students speak more than 20 home languages, mirroring the demography of the area in which our school is located.
Affiliations
The Elisabeth Morrow School is a proud member of the Independent Schools Admissions Association of Greater New York (ISAAGNY). Founded in 1965, ISAAGNY aims to ensure orderly, professional, and equitable admissions processes at member schools: we do so by observing a shared admissions timeline, engaging in professional development to hone our collective craft, exchanging resources and best practices, and more. The resulting spirit of cooperation serves schools, families, and nearly 30,000 students across greater New York.
The Elisabeth Morrow School is a proud member of the New Jersey Association of Independent Schools (NJAIS), whose mission is to promote and support educational, ethical, and professional excellence in its member schools while safeguarding their independence and fostering courageous change.
The Elisabeth Morrow School is a proud member of the National Association of Independent Schools (NAIS), whose mission is to unite and empower the independent school community by advancing the future of education through thought leadership, research, resources, and collaboration with education leaders to support excellence, innovation, and equity in independent schools.
At EMS, we don’t just grow in knowledge — we grow in character. We learn that struggles are part of the process, and what truly matters is how we rise from them.
Timothy Koh ’25
