There is an administrator track on level four of the career ladder. The primary purpose of the administrator track is to develop teachers into principals. A teacher on the administrator track is responsible for managing administrative functions in the school. The first tier of the administrator track is a licensed principal. The State Board, in consultation with the Professional Standards and Teacher Education Board, shall establish the criteria that a teacher shall meet to achieve the licensed principal tier. The criteria under subparagraph (i) of this paragraph: Except as provided in subparagraph (iii) of this paragraph and beginning on July 1, 2034, shall include a requirement that a teacher be an NBC teacher before the teacher may be a licensed principal; and May include a requirement that a teacher shall complete an induction or training program for new principals. The State Board, in consultation with the Professional Standards and Teacher Education Board, shall establish a process through which an individual may receive a waiver to serve as a licensed principal if the individual: Is not an NBC teacher; but Meets other qualifying criteria, as determined by the State Board, in consultation with the Professional Standards and Education Board. Beginning with teachers listed under § 6–1002(h)(3) of this subtitle as specified by the State Board, a licensed principal is encouraged to teach in the classroom for at least 10% of the principal’s working hours. When a licensed principal position becomes available in the county, a licensed principal shall be selected in accordance with this paragraph. Throughout the process of selecting a licensed principal under this paragraph, priority shall be given to teachers who have experience teaching in schools that: Reflect the racial and ethnic diversity of the State; or Have received a grant under § 5–223 of this article. Teacher leaders, other licensed principals, and distinguished principals in the county shall provide a list of qualified candidates to the local superintendent. The local superintendent shall appoint a candidate from the list provided under subparagraph (ii) of this paragraph. The second tier of the administrator track is distinguished principal. To be a distinguished principal, a teacher shall demonstrate the ability to: Effectively identify, attract, lead, and retain highly professional teachers; Organize and manage a school in a way that incentivizes and supports teachers to do their best work; Set high standards for faculty and students and achieve the standards set by others; Work with stakeholders on the teacher’s vision; Identify and help cultivate a teacher’s potential for growth; Help students, parents, and teachers embrace the goal for all students to achieve internationally competitive standards; Mentor and support other principals; and Help other principals achieve higher levels of performance. Beginning with teachers listed under § 6–1002(h)(3) of this subtitle as specified by the State Board, a distinguished principal is encouraged to teach in a classroom for at least 10% of the principal’s working hours. When a distinguished principal position becomes available in the county, a distinguished principal shall be selected in accordance with this paragraph. Throughout the process of selecting a distinguished principal under this paragraph, priority shall be given to licensed principals who have experience teaching and serving as principals in schools that: Reflect the racial and ethnic diversity of the State; or Have received a grant under § 5–223 of this article. Teacher leaders and other distinguished principals in the county shall provide a list of qualified candidates to the local superintendent. The local superintendent shall appoint a candidate from the list provided under subparagraph (ii) of this paragraph. All licensed and distinguished principals shall: Be trained in and demonstrate capability with racial awareness and cultural competence, including: Teaching students and managing teaching faculty from different racial, ethnic, and socioeconomic backgrounds; and Implementing restorative practices; Cultivate a school environment in which teachers: Develop cultural competence; Enhance empathy and respect for students; Work to eliminate biases and stereotypes; and Provide instruction in a manner that assumes that all students regardless of their race, ethnicity, gender, or other characteristics are capable of the highest levels of academic achievement; and Be evaluated on their success in fostering the school environment in item (2) of this subsection. A county board may add a tier to the administrator track for district office directors.