“…By and large, RET programs typically address these five core features of PD (Desimone, ), albeit in differing ways depending on the mentoring philosophy of the lead scientist, the structure of the research group, and teachers' own sense of expertise/understanding of the COSP (Blanchard, Southerland, & Granger, ; Capps et al, ; Hughes et al, ; Sadler, Burgin, McKinney & Ponjuan, ). For example, some mentors allow teachers to develop their own questions and research methods (Blanchard et al, ; Buck, ; Dresner & Worley, ) with support from the research group, whereas others engage participants in ongoing research projects chosen by the mentor (Faber, Hardin, Klein‐Gardner, & Benson, ; Grove, Dixon, & Pop, ; McLaughlin & MacFadden, ). These decisions are often made by the mentor and based on their philosophy of mentoring and the constraints of their research group structure.…”