This dissertation study examined how the professional learning of a suburban elementary school teacher was shaped through the experience of New York's teacher evaluation system, the APPR. The primary rationale behind teacher evaluation systems is to ensure that every year, every school has an effective leader and every classroom has an effective teacher so that every child can learn and achieve their full potential. It is the teachers--their knowledge, beliefs, and practices--who play an integral role in achieving the purpose of teacher evaluation. This study utilized a qualitative instrumental case study approach to focus on the individual evaluation experiences of a fourth grade teacher at Liberty Elementary School, a diverse suburban elementary school in Western New York. In this study, the uniqueness and complexity of an individual teacher's constructions of her experiences within New York's APPR were used to understand how teacher evaluation shaped learning. Through a deeper understanding of how learning is currently being shaped through the evaluation process, teachers, administrators, and policy makers will be able to revise current evaluation practices to foster school structures and policies that place greater emphasis on learning and growth throughout the school organization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]