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This article outlines a Teacher of Mathematics Identity (ToMI) framework as an innovative theoretical foundation for supporting teachers of mathematics in regional, rural and remote (RRR) Australia. The framework is based on the identification of systemic challenges and provision of adaptive solutions, beginning with localised challenges faced in RRR communities. In unpacking the ToMI framework, this article outlines the basis for a longitudinal study designed to develop interconnected collaborative networks for teachers of mathematics in order to help them develop their professional identity. These networks include professional learning opportunities and systematic feedback and support regimes, such as mentoring, all within a community of practice supported by a professional affiliate organisation. Once the efficacy and applicability of the framework is established, it is likely to apply to other teaching disciplines, in particular, to STEM teaching areas, but also to other subject areas, as well as other countries, that might share similar systemic challenges. [ABSTRACT FROM AUTHOR]