Parts of California, and the nation, are in the midst of a teacher shortage that adversely affects communities, schools, families, and students, and especially Students and Families of Color (California Department of Education [CDE], 2022b; Carver-Thomas & Darling-Hammond, 2017a, 2017b; Carver-Thomas et al., 2021; Commission on Teacher Credentialing [CTC], 2020; Ingersoll & May, 2016; Murnane & Steele, 2007). The teacher shortage also affects teacher quality as substandard permits and credentials are accepted to fit the emergency needs of schools (California Department of Education, 2022b; CTC, 2020; Carver-Thomas & Darling-Hammond, 2017a, 2017b; Carver-Thomas et al., 2021; Ingersoll & May, 2016; Learning Policy Institute, 2017; Murnane & Steele, 2007). Reports of declines in interest in careers in education coupled with increases in teacher turnover compound the problem. Despite the best thinking and policy recommendations, the teacher shortage looms (Goldhaber & Theobald, 2019; Johnson, 2006; Lankford et al., 2002; Murnane & Steele, 2007). A Natural Fit (Cherfas et al., 2021) report explains that California's expanded learning workforce is an underutilized resource to recruit Youth Workers into the teacher workforce. Conditions created by enormous public investment in expanded learning programs staffed largely by a diverse college-aged workforce create ideal circumstances to explore this natural fit phenomenon further (California Afterschool Network [CAN], n.d-a., CAN, 2019). While expanded learning Youth Workers might serve as a natural fit, a pipeline to connect the system of expanded learning and teacher education has neither been designed nor brought to practice. This study was designed to produce a prototype credential program based on the assets of expanded learning, Youth Workers, and teacher education programs. To accomplish this, a newly created qualitative methodology CEDR, combined with an assets-based community development (ABCD) theoretical lens, explored the alignment between expanded learning and teacher education systems. Eleven content experts were engaged in a series of design-thinking sessions, that informed the following two outcomes. First, seven key recommendations including: (1) Align educational ecosystems; (2) Value expanded learning program Youth Workers' real-life experiences; (3) Fix broken pipelines; (4) Align systems of quality; (5) Acknowledge implicit bias; (6) Recenter equity with Youth Workers; and (7) Leverage expanded learning program Youth Worker demand, were produced to align the assets and opportunities of expanded learning and teacher education. Second, an expanded learning teacher pathway prototype was produced that utilizes the existing assets found in our educational communities. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]