Effective professional learning communities are crucial for supporting and developing the practice and identity formation of beginning teachers. Professional networks facilitate collegial learning and continuous improvement of professional practice of all teachers, and are especially important for out of field teachers. Rural practice is characterised by professional isolation, the need to be a 'specialist generalist' and broad work and social networks that rarely include others working in a closely related professional specialisation. Science, Technology, Engineering and Mathematics (STEM) in rural schools is frequently taught by beginning or out of field teachers. Many rural schools therefore lack depth and breadth in their school-based professional learning network to meet STEM teachers' needs. This paper reports findings from a research project, based upon a pragmatic qualitative design, in which teachers developed a framework to assist beginning and out of field, rural STEM teachers identify appropriate resources for their context. A qualitative evaluation of its trial suggests professional learning networks among schools can enhance the framework's effectiveness.