The Houston Independent School District (HISD) Teacher Appraisal and Development System (TADS) is intended to improve teacher performance and increase student achievement. This report analyzes results from the TADS Evaluation Survey, which assessed teacher and appraiser perceptions about TADS in 2016-2017. Perceptions about TADS are presented by domain: legitimacy, impartiality, fidelity, value of feedback, quality of feedback, and value of formal supports. Key findings include: (1) Of the 10,875 teachers and 1,055 appraisers eligible to complete the 2016-2017 survey, 33 percent of teachers and 41 percent of appraisers completed all or some of the survey; (2) In nearly all domains presented in the survey, more than half of teachers and appraisers had a positive perception of TADS. However, compared to teachers, appraisers consistently had a higher proportion of respondents that viewed TADS positively across all domains; (3) More than half of appraisers (54%) disagreed or were indifferent to the statement that TADS requires an appropriate amount of time; (4) For the domain of impartiality for teachers who responded to both the 2014-2015 and 2016-2017 surveys, the proportion of teachers that had a positive perception of the TADS system to objectively measure teacher effectiveness increased by 11 percentage points (29% to 40%); and (5) Twenty-one percent of teachers reported that they wanted to dispute their rating and/or Student Performance measure at some point in time.