How do we deal with 'side issues' for teachers being ranked? Management and public perceptions may be biased 'before' and/or 'after' ranking and impact teachers' personal social standing and/or career prospect. Appying specialization profile strategies to teachers (in the same way as to students ie. a teacher may be ranked 4.0 in Maths, but 2.0 in History,...) can make matching (students' - teachers') profiles and available resources (time, rooms, equipment,...) very difficult. (That's scheduling learning classes or time-tabling may need 'high proficient' processing (or tools). Such tools would need to be made available -even on online-over-the-Net basis- to all schools.)

Is there solution for this available?