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oliverhruby

EduPage MCP Server

by oliverhruby
OverviewSchemaSourceRelated ServersDiscussionsAdmin
Python
Remote

get_roster

Read-onlyIdempotent

Retrieve a school roster—students, teachers, classes, classrooms, or subjects—for the active or specified subdomain. Read-only data for scheduling and account queries.

Instructions

Get a school roster: students, teachers, classes, classrooms or subjects. Read-only.

Args: roster_type: Which roster to return: - 'students' — students in the logged-in user's class (formerly get_students). - 'all_students' — a short list of all students in the school (formerly get_all_students). - 'teachers' — all teachers (formerly get_teachers). - 'classes' — all classes (formerly get_classes). - 'classrooms' — all classrooms (formerly get_classrooms). - 'subjects' — all subjects (formerly get_subjects). subdomain: School to query (defaults to the active subdomain).

Returns: dict keyed by the roster name, e.g. {'subdomain': ..., 'teachers': [...], ...}.

Notes: - For the students visible to the logged-in account (parents: their linked children; students: classmates) prefer get_my_students. - To look one student up by name use find_student. - Returned person/class ids feed get_timetable (target_type/target_id) and switch_to_student.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
subdomainNo
roster_typeYes

Schema Changelog

Changes observed during successful MCP inspections.

  1. Changed2 schema fields changedv0.6.0
    • addedInput schema / properties / subdomain / anyOf
      Added value: +[
+  {
+    "type": "string"
+  },
+  {
+    "type": "null"
+  }
+]
    • removedInput schema / properties / subdomain / type
      Removed value: -"string"
  2. Addedv0.5.0

TDQS

A4.7/5.0
Behavior4/5

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

Annotations already declare readOnlyHint, idempotentHint, and destructiveHint=false, so the safety profile is covered. The description adds value by disclosing the return shape (a dict keyed by roster name) and how returned IDs are consumed downstream, which goes beyond the structured annotations.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness4/5

Is the description appropriately sized, front-loaded, and free of redundancy?

Well-structured with Args, Returns, and Notes sections, and front-loaded with the core purpose. The repeated 'formerly ...' annotations for each roster type add useful disambiguation but make the block slightly longer than strictly necessary.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness5/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

Given a two-parameter tool with 0% schema description coverage, no output schema, and only basic annotations, the description is complete: it documents both parameters, specifies the return format, and points to related tools for adjacent operations.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters5/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema description coverage is 0%, so the description must carry parameter meaning, and it does. roster_type is fully documented with each allowed value and its exact meaning, and subdomain is explained with its default behavior.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose5/5

Does the description clearly state what the tool does and how it differs from similar tools?

States a specific verb (Get) and resource (school roster) and enumerates the exact roster types available. It also names the sibling tools it supersedes (formerly get_students, etc.), so an agent can distinguish it from related tools without opening schemas.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines5/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

The Notes section explicitly routes the agent to alternatives: prefer get_my_students for students visible to the logged-in account, and use find_student for name lookup. It also explains how returned IDs feed get_timetable and switch_to_student, giving clear when-to-use context.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.

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