Working to match mentors with new teachers, one consideration was the physical proximity of the mentor to the newcomer. If the mentor occupied a room next door or across the hall, this position suggested that the new teacher had easy access to this important resource in times of urgency. Such arrangements are not always possible. In this article, Luke Rodesiler and Lauren Tripp offer ways to tap into a wealth of resources that extend beyond the physical limits of the school by relying on new technologies that represent rich and dynamic networks. A responsibility for mentors at several stages in a teacher's development will be the modeling of how to join such networks to broaden access to professional resources, advice, and encouragement.