Teaching Matters: To my shame, I have to confess that I had paid little attention to the advent of the Teaching Council. Then, a friend suggested playfully that she might apply to have me struck off, once the Teaching Council became established.

Struck off! Amazing how evocative those words are, used as we are to hearing them in the context of medicine or the law. It is, of course, a rather negative way to approach the role of new council, even when speaking in jest. The Teaching Council can indeed remove a teacher from the register, but under very stringent conditions. However, the approach taken by the council will focus on supporting teachers. Scotland has had a General Teaching Council (GTCS) for almost 40 years, and I was struck by one sentiment expressed in many places in its literature. "It (GTCS) continually strives to be recognised as a voice and advocate for the teaching profession". God knows we need a "voice and advocate" here, given the current climate of disdain for teachers in some quarters.

The teacher unions have been calling for this council for years, because they believe that an independent statutory body will enhance the professional status of teachers, by giving them a large degree of professional autonomy and self-regulation. In addition, it is perhaps ironic that a profession dedicated to education receives so little support in terms of on-going professional development. Remedying this will be part of the Teaching Council remit.

Certainly there are in-service courses, and many teachers undertake various levels of further education at their own expense. For example, many teachers became computer literate through courses that they paid for themselves. The various subject associations and education centres also provide valuable support. In theory, however, the H Dip could be the last time a second-level teacher reflected in depth on his or her approach to education.

Every teacher, no matter how talented, needs an injection of new ideas from time to time. It is particularly necessary given the changing cultural context in which we teach. For example, who could have predicted 20 years ago there would be classrooms where English is not the first language of many of the pupils? Or that the attention span of pupils would have shortened so much? Interestingly, continuous professional development has to be provided for every teacher in Scotland - and within contracted work hours.

We are also weak in Ireland on the induction of teachers. Every staffroom has a wealth of experience that could benefit new teachers. Scotland maintains a mentor system. If Irish mentors received appropriate training, they could be a very valuable resource for new teachers.

I have been lucky in that I have always worked with generous, talented teachers who have been quick to share ideas and resources. It should be more than a matter of luck. Teaching can be a lonely profession for many, particularly for young teachers in insecure, temporary posts, who can be afraid to ask questions of older colleagues for fear of being considered incompetent. In fact, it is the older, confident teachers who will announce to all and sundry in the staffroom that a particular class is driving them crazy, because they feel secure enough to do so. If it were accepted that every new teacher would have a mentor to approach with any difficulties, that kind of fear often felt by young teachers might melt away.

Of course, it would help even more if the new Teaching Council had a mandate to tackle the increasing casualisation of teaching, that is, the fact that many teachers will not receive permanent posts for years after they begin teaching. There is a huge injustice being perpetrated here, which has resulted in many talented people leaving the profession.

Every so often on the airwaves, it seems there is an open season declared on allegedly incompetent teachers. The vindictive nature of these discussions often smacks more of a witch-hunt than of any desire to provide solutions. It would be foolish to pretend that every teacher is equally competent, however, there is sometimes another side to stories that are aired, including failure by parents to enforce appropriate boundaries for their children, or to believe that their darlings could be in any way engaging in reprehensible behaviour.

Discipline has become a much bigger issue in schools, but again, there has been little attempt to help teachers to cope. Regular, ongoing professional development would help us all, but particularly those who are struggling. There are structural problems that must be remedied, such as the paucity of sanctions available for the worst offenders. However, regular updates on best practice in behaviour management and discipline, and support geared to helping each school implement an effective and just system would help in combating the insidious, low-level indiscipline now so common in schools.

The Teaching Council could be a potent force for good in Irish education, allowing teachers to maintain and enhance the high standards that they have always had. However, it will only be as good as the support it receives from teachers. It is important that those ballot papers are filled and returned, as a first step towards what we hope will be a very beneficial development in Irish education.

Breda O'Brien teaches at Dominican Convent, Muckross Park, Dublin.