Ward Sunday School presidencies have the responsibility to "orient each new teacher" in the Sunday School and to "provide ongoing instruction and support" to Sunday School teachers. They also have the responsibility to "assist priesthood and auxiliary leaders in orienting, instructing, and providing ongoing support for teachers" in their organizations ("Changes to the Teacher Improvement Program," First Presidency letter, Nov. 17, 2006). As you work as a presidency to fulfill these responsibilities, you may find the following suggestions useful. Most of the following information is excerpted from the booklet entitled Improving Gospel Teaching: A Leader's Guide (1998).

1. Assist ward priesthood and auxiliary leaders in fulfilling their responsibilities related to teaching the gospel in the ward.

Your responsibility as a ward Sunday School presidency is to assist with and not direct teacher improvement efforts in the ward. It will be important for you to counsel regularly with members of the ward council about how to improve gospel teaching and learning in the ward. You may be invited by the bishopric to provide instruction to the ward council, under the direction of the bishopric, on principles relating to gospel teaching and learning (see "Changes to the Teacher Improvement Program," First Presidency letter, Nov. 17, 2006).

2. Give an orientation to each newly called Sunday School teacher. Assist priesthood and auxiliary leaders in orienting new teachers in their organizations.

Ward priesthood and auxiliary leaders meet individually with each newly called teacher in their organizations, preferably before the teacher's first class, to provide a brief orientation. As part of each orientation, the leader should:

• Help the teacher understand the importance of the call to teach.
• Discuss the principles of effective teaching outlined on pages 300–304 of the "Gospel Teaching and Leadership" section of the Church Handbook of Instructions, Book 2.
• Ensure that the teacher receives all the materials needed to be able to teach successfully, including the lesson materials for the class and a roll listing every Church member who should attend the class.
• Ensure that the teacher has copies of the "Gospel Teaching and Leadership" section of the Church Handbook of Instructions, Book 2 and Teaching, No Greater Call. Conduct a brief review of these materials to help the teacher understand how to use them effectively.
• Inform the teacher of Church‐produced materials available in the meetinghouse library.
• Inform the teacher of the Teaching the Gospel course.
• Offer ongoing support.
• Encourage the teacher to contact him or her individually at least once every three months to counsel together about the teacher’s calling.

After a newly called teacher has taught his or her first lesson, a leader should contact the teacher to answer questions and give encouragement.

3. Provide ongoing instruction and support to each Sunday School teacher. Assist priesthood and auxiliary leaders in providing ongoing instruction and support to teachers in their organizations.

In priesthood and auxiliary organizations, leaders are assigned to work with specific teachers. These designated leaders should encourage teachers to contact them regularly—at least once every three months. If teachers do not contact their leaders at least once every three months, leaders should initiate a contact.

In these contacts, teachers should feel free to share experiences, discuss the needs of individuals in the quorum or class, and seek help and counsel. These contacts are most effective in person, but if necessary they may be made by telephone, mail, or some other means. When a female leader meets with a male teacher or a male leader meets with a female teacher, another adult should be present.

In their efforts to help teachers, leaders should remember that they are teachers themselves. They should be receptive to the promptings of the Holy Ghost and look for opportunities to bear testimony, teach from the scriptures, and give appropriate counsel.

In counseling with teachers, leaders should allow the teachers’ needs and concerns to guide the direction of the discussion. To help teachers think about how they are doing and what they can do to improve, leaders may want to ask questions that prompt careful thought, such as those in the following list. Such questions can also help leaders discover specific ways to help.

• How are you feeling about your calling as a teacher?
• Are there some experiences you have had with your class that you would like to talk about?
• What have been your most successful teaching experiences?
• Will you share some examples of how class members are responding to the lessons you teach?
• What are some specific needs of individual class members?
• What are some of your goals as a teacher?
• What can I do to help you accomplish your goals?
• What are some topics that you feel should be addressed?