As you work as a ward Sunday School presidency to fulfill your responsibilities, you may find the following suggestions useful.

1. Meet individually with each newly called Sunday School teacher. Ideally, this teacher orientation would occur before a teacher’s first class. During the orientation you could help the new teacher understand the importance of the call to teach and discuss the principles of effective teaching (see Church Handbook of Instructions, Book 2: Priesthood and Auxiliary Leaders [1998], 305). You may want to give special emphasis to the "Five Guiding Principles" of teaching and learning discussed by A. Roger Merrill, Sunday School general president, in his Spring 2005 President’s Message given at the Sunday School Open House.

2. Ensure that Sunday School teachers use Church-approved curriculum. Elder M. Russell Ballard counseled: "Teachers would be well advised to study carefully the scriptures and their manuals before reaching out for supplemental materials. Far too many teachers seem to stray from the approved curriculum materials without fully reviewing them. If teachers feel a need to use some good supplemental resources beyond the scriptures and manuals in presenting a lesson, they should first consider the use of the Church magazines" ("Teaching—No Greater Call," Ensign, May 1983, 68).

The Lord stated in the Doctrine and Covenants that teachers should teach "none other things than that which the prophets and apostles have written, and that which is taught them by the Comforter through the prayer of faith" (D&C 52:9).

3. Invite teachers to teach by the Spirit. Teachers might be encouraged to follow the steps to teaching by the Spirit outlined by Elder Bruce R. McConkie. He explained that as gospel teachers, "we are appointed—1. To teach the principles of the gospel, 2. Out of the standard works, 3. By the power of the Holy Ghost, 4. Always applying the teachings to our needs, and 5. To testify that what we have taught is true" ("The Teacher's Divine Commission," Ensign, Apr. 1979, 24; italics deleted).

4. Under the direction of the bishop, and when invited, counsel with and instruct the ward council in principles relating to gospel teaching and learning in the ward (see "Leaders' Responsibilities for Teacher Improvement," item 3, in "Changes to the Teacher Improvement Program," First Presidency letter, Nov. 17, 2006).

5. Provide ongoing support to each Sunday School teacher. It is suggested that you contact each teacher at least quarterly to receive a report of the teacher’s assignment, learn of his or her needs, give encouragement, discuss the needs of class members, offer help, and express appreciation (see Church Handbook of Instructions, Book 2, 305–6). Such support could be given during a scheduled classroom visit.

President Spencer W. Kimball stated: "I find myself hungering and thirsting for just a word of appreciation or of honest evaluation from my superiors and my peers. I want no praise; I want no flattery; I am seeking only to know if what I gave was acceptable" (Teachings of Spencer W. Kimball [1982], 489).

6. Be a continual source of support to the bishopric, other priesthood and auxiliary leaders, and parents. The ward Sunday School presidency should be supportive of the bishopric, other priesthood leaders, and auxiliary leaders. A member of the bishopric calls and sets apart Sunday School workers. The Sunday School presidency may need to work closely with priesthood and auxiliary leaders, who continue to be responsible for teacher improvement in their organizations (see "Changes to the Teacher Improvement Program," First Presidency letter, Nov. 17, 2006).

Helps for teachers: To view a collection of ideas and suggestions designed to help, inspire, and motivate gospel teachers throughout the Church to improve the quality of teaching in classrooms and at home, visit "Helps for Teachers."