Teacher effectiveness has been guided by at least three pieces of national legislation, including the Elementary and Secondary Education Act (ESEA, 1965), the No Child Left Behind Act (NCLB, 2001) and the American Recovery and Reinvestment Act (ARRA, 2009), also referred to as the Stimulus or Recovery Act. With the expectation that the nation's universities produce higher quality teachers and school districts hire "highly qualified" teachers, the profession finds itself under constant, critical scrutiny, most recently concerning the evaluation of teachers. Additionally, since education is a function of the states pursuant to the Tenth Amendment of the U.S. Constitution, teacher evaluation is primarily considered a state responsibility. Consequently, to accomplish the objectives of this study, a single state's teacher evaluation process was selected for purposes of analysis in relation to current national teacher evaluation criticisms. Because the home state of this study's researchers is Texas, and due to the researchers' familiarity with the state's system, the Texas teacher evaluation system, called the Professional Development Appraisal System (PDAS), was selected for examination. The purpose of this study was to research the criticisms of PDAS and associated reasons for the upcoming changes to the teacher evaluation system. All criticisms of the Texas system of teacher appraisals included in this study are of the PDAS system.