This paper describes how an in-service school-university partnership (SUP) innovation Network in Hong Kong modified its teacher professional development program in order to address the challenges of school closure during COVID-19. The SUP network is a joint-school network with a mission to support scalable STEM pedagogical innovations in schools with self-directed learning as the pedagogy of choice. The school closure disrupted the network’s original schedule of monthly workshops, which provides professional learning and networking opportunities. This also threatens the achievement of the targeted network goals. The University support team adopted a layered, multilevel approach that addressed in sequence: challenges faced by teachers in implementing pedagogical sound online teaching and learning (T&L) practices, school-level strategies for building sustainable online T&L capacity, and the design and implementation of interactive online STEM learning activities. Some initial success in re-establishing the learning community through the application of this layered multilevel approach is reported.