CPR3 – Management Notebook Rubric
Element
0-3.5
Description of Students
Rules and
Consequences
Strategies for Developing
and Maintaining
Relationships with
Students
Strategies for Developing
and Maintaining
Relationships with
Parents
Procedures and
Routines
Description poorly written, lacking in specifics
or unrealistic.
Limited evidence of thoughtful planning. Too
many or too few rules that may be mostly
negative in tone. Unreasonable expectations,
illogical consequences. Unclear plan for
implementation
Dictatorial or authoritative tone comes across.
Vague picture of classroom atmosphere and/or
expectations communicated.
4
5
Description vague in some areas or could have
provided more detail.
Planning and consideration less clear. Could have one
or two more or less. Some may be in negative tone.
Some rules to vague or picky in expectations. Some
consequences inappropriate and/or unclear in
implementation.
Some idea is given as to what the classroom is like.
Not sure how much involvement students have in
learning community. Could come across as more
inviting.
Some idea is given as to what the classroom is like.
Provides some idea of how to contact teachers, and/or
what to expect in the way of future communication.
Could come across as more inviting.
Planning is less thorough and apparent. Some
procedures may be unclear, inappropriate,
unnecessary, and/or unreasonable for age level and
needs
Planning and consideration is less evident with regard
for age level, subject, and possible activities.
Rationale doesn’t support all decisions.
Well-written and thorough. Provides a clear picture
of the classroom population.
Clear and thoughtful planning evident. There are
an appropriate number of rules in a positive tone.
Reasonable expectations clearly communicated.
Logical consequences with a clear plan for
implementation
Clearly communicates classroom atmosphere and
expectations Inclusive and inviting.
Attention to Diversity and
Special Needs
Summary & Reflection
on Peer Feedback
Attention to special needs or diversity greatly
lacking.
Minimal summary of peer remarks, descriptive
in nature only.
Special needs and/or diversity considered in most
aspects of presentation.
Remarks mostly descriptive in nature with some
attention given to reflection by addressing
suggestions.
Overall Presentation of
Poster
Doesn’t flow. More than one spelling or
grammatical error. Hard to follow or interpret.
Presenter apathetic.
Doesn’t flow. More than one spelling or
grammatical error.
Some parts better “polished” than others. Presenter
knowledgeable about information.
Clearly communicates classroom atmosphere and
expectations Provides access to teachers and
describes future opportunities for contact, even in
the absence of problems.
Clear and thoughtful planning for procedures
evident. Number and expectations consistent with
age level needs. Procedures are clearly explained,
appropriate and reasonable.
Clear evidence of thoughtful planning for
classroom layout. Layout is appropriate and
reasonable for age level, subject, and possible
activities. Rationale clearly supports decisions for
layout
Includes attention to diversity and special needs in
all aspects of presentation.
Concise summary of peer feedback. Suggestions
considered and addressed in rich reflection.
Attention to integrating ideas learned in reviews of
other plans addressed as appropriate.
Well-organized. Free of spelling and grammatical
errors. Attractive and easy to interpret.
Parts are well organized and written. One spelling or
grammatical error.
Well-written and organized. Free of spelling and
grammatical errors.
Classroom Layout
Overall Presentation of
Notebook
TOTAL
Dictatorial or authoritative tone comes across.
Vague picture of classroom atmosphere and/or
expectations communicated. No contact
information, and/or no future contact indicated.
Limited evidence of attention given to age level
and needs of students when planning. Most
procedures unclear, inappropriate, and/or
unreasonable.
Limited evidence of thoughtful planning for
classroom layout. Rationale for decisions may
be missing, vague, or inappropriate.
Names