How teachers can experience adaptive professional development (PD) experiences is still understudied in the literature on teacher learning, which for the most part reflects an emphasis on learning outcomes rather than the process of learning. In this study, we use a situated perspective on teacher learning to investigate the coevolution of a teacher's sensemaking about facilitating classroom discussions between her classroom practice and the school-based PD experiences. The study contributes to an understanding of how the process of teacher learning can be supported through continuous, adaptive professional learning experiences and of the coevolution of teacher learning between settings of practice. [For the complete proceedings, see ED657822.]