California Learning Center (CLC), established at 2006 United Arab of Emirates, We have been the forefront of the Vocational Education and Training industry in the UAE.

1. The Professional Training Program in
Excellence in Education

2. ٠٢
“We are what we repeatedly do. Excellence, then, is not an
act, but a habit.” – Aristotle
Professional development is a critical factor in the initial success
of the teaching/ learning process. The quality and intensity of
the training program is an important part of determining how
successful teachers will be as well as how long they remain in
the teaching profession. Therefor we had developed a rigor-
ous, well-planned program designed to provide participants
an optimum combination of experiences in which they can
build content area knowledge, knowledge of teaching and
learning, and the competencies required to be a successful and
effective teacher for all students including the gifted, creative
and talented students.
California Learning Center in cooperation with Takamul Acad-
emy has partnered up with The International Centre for Inno-
vation in Education (ICIE) to offer an intensive training pro-
gram (Professional Diploma in Excellence in Education)
designed to raise the profile of the teaching profession locally
and improve teachers’ performance to the highest possible
international standard.
California Learning Center (CLC), established at 2006
United Arab of Emirates, We have been the forefront of
the Vocational Education and Training industry in the UAE.
Achieving the local success that meet the demands of the
UAE’s local market and in the Middle East Clients. CLC
recognized by Educational and Governmental Organiza-
tions (ACTVET), aims to boost training and educational
opportunities for:
•Government •Corporates •Individuals •Schools
Offering a variety of classes that focus on developing and
strengthening the core skills that will be assets to students'
study habits and academic careers in line with the best
international standards. At the California Learning Center,
we develop, qualify, and give the key of Excellence.
Who we are ?
The PTPEEis accredited by Université Paris Descartes, and Win-
nipeg University, Canada. The material is available in different
languages including: English; French; Arabic; and German.

3. Index
07
08
09
01
02
03
04
05
06
10
11
1st Workshop:
Creativity, Innovation,
and Leadership
Prof. Dr. Todd Lubart
4th Workshop:
ADHD- Disorder or
Gift?
Dr. Ken McCluskey
7th Workshop:
Skillful Teaching &
Outreach Programs
Dr. Trevor Tebbs
8th Workshop:
Social and Spiritual
Intelligence
Prof. Dr. Dorothy A.
Sisk
Contact Us
5th Workshop:
Productive Thinking
Skills Dr. Sandra K.
Linke
2nd Workshop:
Organizational Assess-
ment Prof. Dr. Taisir
Subhi Yamin
3rd Workshop:
Evaluation of Potential
Creativity (EPoC)
Prof. Dr. Taisir Subhi
Yamin
6th Workshop:
Problem-Based
Learning
Prof. Dr. Heinz Neber
12
Strategic Partners
The Expected Outcomes
Explained Table
Content
Who Should Attend?
Requirements
Introduction about
Professional Diploma in
Excellence in Education:

4. ٠٢01
Strategic Partners
Introduction about The Professional Training Program in Excellence in Education:
1. The ICIE: The International Centre for Innovation in Education provides programmes with the highest calibre of Nobel Prize win-
ners, keynote speakers, and a large number of scholars and presenters alongside a selection of exhibitors and symposia.
www.icieworld.net In this training program, the ICIE, based in Germany, includes both on-site (now starting in Abu Dhabi) and
e-learning opportunities. The ICIE now has branches in France, Sweden, Canada, Turkey, Kenya, and Jordan.
2. Paris University Descartes with its nine Training and research departments (UFR) and its Institute of Technology (IUT), Paris Des-
cartes University encompasses all the fields of knowledge of human and health sciences. It is the only university of the Ile-de-France
region to offer medical, pharmaceutical and odonatological studies; its health department is renowned in Europe and in the whole
world for the high quality of its training and the excellence of its research.
3. The University of Winnipeg received its charter in 1967 but its roots date back more than 140 years. The founding colleges were
Manitoba College (1871), and Wesley College (1888), which merged to form United College in 1938.
UWinnipeg is noted for academic excellence, Indigenous scholarship, environmental commitment, small class sizes and campus diver-
sity. UWinnipeg also offers a number of unique Master degree programs. UWinnipeg is committed to improving access to post-
secondary education for all individuals, especially those from non-traditional communities, and has created an innovative Opportu-
nity Fund to assist students who are under-represented attend UWinnipeg. In the past decade, UWinnipeg has expanded its campus
by 35% and student enrollment has increased by more than 50%.
All the professional parties are strongly committed to improving quality, effectiveness, efficiency, and equity in the education system.
This programme’s mission is to understand and enhance learning and productive thinking (creative, critical,creative problem solving,
and future problem solving) in all disciplines, at the individual and institutional levels. The training programme aims at expanding
the teacher’s competencies. Our training programmes, which include bothon-site and e-learning opportunities, are designed for new
graduates as well as experienced teachers, principals, administrators, and policymakers.The focus of these workshops is to increase
the educator's capacity to improve learning outcomes of all children.Through a variety of learning techniques, case studies, discus-
sions, and small groups, participants will acquire new perspectives on leadership, deepen their repertoire of problem-solving skills,
engage in personal reflection, and build strong professional networks.

5. ٠٢02
The Expected Outcomes: Motivated teachers will learn to
• Craft standards-based lessons that clearly communicate learning
goals and cnnect classroom activities to real-world challenges
• Incorporate continuous assessment of student performance into
your teaching and help learners become active self- and peer-
assessors.
• Use technology, differentiated learning, and content-specific
strategies to improve student performance and promote deeper
understanding of content.
• Share pedagogical successes and challenges with an online com-
munity of local and international teachers, supported and
guided by expert coaches.
• Give their peers effective feedback on planning lessons, improv-
ing student performance, and assessing student understanding;
• Develop communication and collaboration strategies with a pro-
fessional community of local and international teachers.
• Work with an experienced teacher-coach, train as an apprentice
coach, and become a coach to local and/or international peers.
• Advance their professional growth and earn supplemental
income on a flexible schedule.
• Focus relationships among students, teachers, and administra-
tors around a shared educational language and framework;
• Strengthen experienced teachers, develop teacher leaders, and
engage the commitment of those new to the profession.
• Focus relationships among students, teachers, and administra-
tors around a shared educational language and framework;
• Strengthen experienced teachers, develop teacher leaders, and
engage the commitment of those new to the profession.
• Help them to achieve your interconnected goals of raising
student test scores and promoting real understanding of con-
tent;
• Build internal capacity within your schools to sustain
improved instruction; and
• Create a coherent, systemic, and cost-efficient plan to address
your system's teaching and learning goals.
WP.1
WT.1
WP.2
WT.2
WP.3
WT.3
WP.4
WT.4
WP.5
WT.5
WP.6
WT.6
WP.7
WT.7
WP.8
WT.8
No. Title
Creativity, Innovation,
and Leadership.
Organizational
Assessment.
Evaluation of Potential
Creativity -EPoC
ADHD and Lost
Prizes.
Developing Productive
Thinking Skills.
Problem Based
Learning.
Skillful Teaching and
Outreach Programs.
Social Intelligence and
Group Dynamics.
Todd Lubart
Taisir Subhi Yamin
Taisir Subhi Yamin
Ken McCluaskey
Taisir Subhi Yamin
Heinz Neber
Trevor Tebbs
Dorothy A. Sisk
Conductor

6. ٠٢03
Content
Requirements
The International Centre for Innovation in Education (ICIE) offers the participants, in this training program,
a comprehensive and intensive blended (face to face tutoring, online instructional materials, and
supervision) modules.
B.Sc. or B.A. in any field of study. This program will be available in different languages including: English;
French; Arabic; German.
Registration Dates
The participants can register for this training program any time during the year. California Learning center
will announce the dates of the workshops two months ahead.

7. 0204
1st Workshop: Creativity, Innovation, and Leadership
Prof. Dr. Todd Lubart
• This workshop provides an overview of creativity and how to identify and foster it in school
settings.
• It will show how to identify children’s potential and needs for creative development; and how to
foster creativity in each lesson.
• Cognitive factors involved in creativity like: Divergent thinking; Analogical – metaphorical thinking;
Classic Intelligence, IQ and creativity will be discussed.
• The objectives of the workshop are to enhance teachers’ knowledge of and skills in helping and nur-
turing those gifted students who either exhibit outstanding leadership performance or have the po-
tential to do so.
• The content of the workshop will:
• Explore models of leadership and its development; and
• Explain the characteristics of gifted students, particularly in relation to outstanding leadership.
Todd Lubart

8. ٠٢05
The workshop will cover:
• The holistic approach to assessing organizational performance;
• The organization within its context, its environment, organization and its surrounding envi-
ronment; the eight components of organizational capacity;
• The forces that drive organizations to excel; exploring methodological issues involved in car-
rying out organizational assessments, and emphasizes the importance of assessment to an organiza-
tion and to those who have stakes in it;
• The issues surrounding implementation of organizational assessment, and looks at how
lessons learned can lead to improved organizational performance; and providing participants with
a framework for effective and rapid organizational assessment.
2nd Workshop: Organizational Assessment Prof. Dr.
Taisir Subhi Yamin
Taisir Subhi Yamin

9. 0206
3rd Workshop: Evaluation of Potential Creativity (EPoC)
Prof. Dr. Taisir Subhi Yamin
• The Evaluation of Potential Creativity (EPoC 2009) is a
new instrument that allows creative giftedness to be
measured.
• It includes verbal and graphic sub-tests that measure the
two key modes of creative cognition-divergent-
exploratory thinking and convergent-integrative
thinking—in elementary and middle-school students.
• The instrument can be used as an efficient diagnostic
tool to identify creative potential and to monitor
progress, using pre-tests and post-tests, in educational
programs designed to enhance creativity.
• Easy to use by psychologists and educators, this instru-
ment can, for example, help school psychologists to iden-
tify, in regular schools, children with creative potential.
• Part of the interest in creative potential concerns the
detection of children who may benefit from spe-
cific educational programs.
• The EPoC system provides opportunities to add
additional domains to the assessment (such as the
musical domain, currently under development).
• EPoC includes a training program for evaluators to
facilitate test use and scoring.
• This instrument is available in five languages, includ-
ing: French; English; Arabic; Turkish; and German. In
the second phase of this project, the instrument will
be available in other languages.
• In the Arabian Gulf States, EPoC will be administered
only in schools that participated in this training work-
shop, and teachers belonging to it will be certified by
the ICIE.
Taisir Subhi Yamin

10. 0207
4th Workshop: ADHD- Disorder or Gift?
Dr. Ken McCluskey
Attention-deficit/ hyperactivity disorder is, in fact, typically viewed as a "disorder", and cer-
tainly, hyperactive and inattentive children present some interesting challenges at home, at
school, and in the community. This workshop highlights many of the problems. However, an
attempt is also made to put a more positive spin on things by recasting reality and pointing to
the creative strengths that frequently go hand in hand with the condition. To illustrate, with
proper support, might not stubborn behaviour in childhood grow into determination in adult-
hood? Might not inattentive daydreaming turn into creative invention, over-activity into pro-
ductive energy, and off-the-wall behaviour into outside-the-box thinking? The overall intent is
to offer a humane, flexible approach to help parents, teachers, and other caregivers turn nega-
tives into positives, and nurture the talents of an oft-misunderstood population.
Dr. Ken McCluskey

11. 0208
This workshop will address the following topics: What is productive thinking? Personality
& motivational factors in productive thinking; idea generating techniques; product im-
provement; A framework of Productive Thinking Skills; Characteristics of a thoughtful,
interactive, up-to-date educational environment; Strategies and action plans to create
learning environments; Trends, approaches, and strategies to develop programs aimed at
introducing productive thinking skills into educational institutions; Practical activities in
productive thinking; and how to teach and promote productive thinking.
5th Workshop: Productive Thinking Skills Dr. Sandra
K. Linke
Sandra Linke

12. 0209
The workshop will discuss: What is PBL ? What are some of the main features of PBL as an
instructional approach? One of the most important features is that students have to be much
more (cognitively) active in order to acquire knowledge. They have to find out what they do
not know, and which information has to be actively searched (e.g., by formulating clear inten-
tions and questions focusing on what to learn). At the same time, the role of teachers change
to being a tutor that helps the students in pursuing their learning intentions (e.g. by providing
the needed information sources, like textbooks or even lectures)
6th Workshop: Problem-Based Learning Prof. Dr.
Heinz Neber
Prof. Dr. Heinz Neber

13. 0210
The aims are to increase the self-efficacy of teachers towards their professional task; intro-
duce teachers to a set of discrete skills and strategies whereby they may become more
aware, knowledgeable as professionals and thereby more self-efficacious; establish the im-
portance of higher order thinking capability as an element of skillful teaching; and by com-
bining knowledge and understanding at this time raise skill levels in teachers.
7th Workshop: Skillful Teaching & Outreach Programs
Dr. Trevor Tebbs
Trevor J. Tebbs

14. 0211
This workshop will examine the traits of Spiritual Intelligence (SI) as defined by Doro-
thy Sisk and E. Paul Torrance in their book Spiritual Intelligence: Developing Higher
Consciousness. These traits can be used to help identify Spiritual Intelligence in gifted
students. This workshop will focus on the importance of addressing Spiritual Intelli-
gence as a natural fit for gifted students who want to make a difference. Seven specific
ways educators can use to develop Spiritual Intelligence will be demonstrated.
8th Workshop: Social and Spiritual Intelligence
Prof. Dr. Dorothy A. Sisk
Dorothy A. Sisk

15. Board of Professional Instructors
Taisir Subhi Yamin
Taisir Subhi Yamin is a professor of gifted education. He has a B.Sc. in Physics, an
M.A. in Special Education, and a Ph.D. in Gifted Education and Computer Assisted
Learning from Lancaster University in England. He is the recipient of academic
prizes and fellowships from Jordan, England, and the U.S.A. including a Fulbright
Award (1996), and the British Council scholarship. Prof. Yamin is active in the field
of science popularization, and has written 16 books, a large number of articles,
chapters in edited books, and research papers. In addition, he has developed a
number of training packages to develop productive thinking skills (Creative think-
ing, critical thinking, creative problem solving, and future problem solving). He is
an active member of an impressive list of academic institutions including: the Brit-
ish Educational Research Association (BERA), the European Council for High Abil-
ity (ECHA), Bahrain Association for the Gifted and Talented; President, Jordanian
Association of Physicists, the National Committee for Gifted Education; Founder,
the Qatari Centre for the Gifted and Talented. He is also the National Chancellor
and Vice President of the International Association of Educators for World Peace
(IAEWP). He was a delegate of the World Council for Gifted and Talented Chil-
dren (WCGTC) for about ten years. In 2002 he was elected as a member of the
executive committee of the WCGTC. Professor Yamin was involved in developing
UAE project for the gifted and talented in Ulm University. In addition, he has
established, in cooperation with Todd Lubart and Sandra Linke, the International
Centre for Innovation in Education (ICIE). The ICIE has seven branches in: France,
Germany, Sweden, Turkey, Canada, Kenya, and Jordan. In 2005 he was named
editor-in-chief of Gifted and Talented International. In March 2009, he was
elected as the President of the WCGTC for the coming four years.

16. Board of Professional Instructors
Dorothy A. Sisk
Dorothy A. Sisk , Ph.D., holds an endowed chair in education of gifted students at Lamar
University in Beaumont, Texas. Dr. Sisk is an international consultant focusing on leader-
ship and creativity development. She was a professor at the University of South Florida,
coordinating programs for training teachers of the gifted, and the former director of the
U.S. Office of Gifted and Talented in Washington, DC. She currently directs the C.W. and
Dorothy Ann Conn Gifted Child Center at Lamar University, and teaches the courses for
the endorsement in gifted education. She received the Distinguished Leaders Award from
the Creative Education Foundation (CEF) in 1989, the Distinguished Service Award from
the National Association for Gifted Children (NAGC) in 1983 and 1994, the Creative Life-
time Award from CEF in 1994, and was selected for the Hall of Fame Award of CEF in
2005. Dr. Sisk served as one of the founders and was the first president of the American
Creativity Association, and president of The Association for Gifted and Talented (TAG),
the Florida Association for Gifted, and the World Council for Gifted and Talented Children
(WCGTC), where she was executive administrator, and editor of Gifted International from
1980-1990. She has conducted training sessions throughout the United States and interna-
tionally. Dr. Sisk is author of Creative Teaching of the Gifted, and Making Great Kids
Greater; co-author with Doris Shallcross of Leadership: Making Things Happen, The Grow-
ing Person, and Intuition: An Inner Way of Knowing; co-author with E. Paul Torrance of
Gifted Children in the Regular Classroom and Spiritual Intelligence: Developing Higher
Level Consciousness; and co-author with Susan Israel and Cathy Block of Collaborative
Literacy: Using Gifted Strategies to Enrich Learning for Every Student. In addition, she has
contributed numerous articles and chapters in books on gifted education.

17. Board of Professional Instructors
Dr. Ken McCluskey
Dr. Ken McCluskey Dean and Professor of Education at the University of Win-
nipeg, is known internationally for his work in several areas, including (1) men-
toring; (2) attention-deficit/hyperactivity disorder; (3) at-risk children and
youth (where his Lost Prizes and related projects serve as models world-wide
for those interested in identifying and developing the talents of marginalized
young people); and (4) gifted education. Before becoming a Professor (in
1998) and Dean of Education (in 2003) at U of W, Ken had 25 years’ experi-
ence as a psychologist, special educator, and administrator in the public school
system. He has received major program development, creativity, and publica-
tion awards from the Canadian Council for Exceptional Children, the Interna-
tional Centre for Innovation in Education, the World Council for Gifted and
Talented Children, and Reclaiming Youth International (along with his institu-
tion's teaching, research, and community service awards). A popular keynote
and invited speaker, Ken has written well over 100 professional articles and
chapters, and is the author, co-author, or editor of 20 books, including Under-
standing ADHD: Our Personal Journey, Lost Prizes: Talent Development and
Problem Solving with At-Risk Populations, Mentoring for Talent Develop-
ment, and Enriching Teaching and Learning for Talent Development.

18. Board of Professional Instructors
Prof. Dr. Heinz Neber
Prof. Dr. Heinz Neber has received degrees in education, and psychology. Currently,
he teaches classes in Educational Psychology at the University of Duisburg-Essen, and
at the University of Munich. Publications (selection): author of more than 50 publica-
tions (books, chapters, and peer-reviewed articles in journals). E. g. as author and
editor: Learning by Discovery (1982, 3rd ed.); Self-directed Learning (1979); and
Applied Problem-Solving Psychology (1987). Articles – e.g.: Usable knowledge by
conditionalized and functionalized technical explanations (2000); Self-regulated
science learning with highly gifted students: the role of cognitive, motivational, episte-
mological, and environmental variables (co-author M. Schommer-Aikins, 2002);
Evaluation of a summer school program for highly gifted secondary-school students
(co-author K. A. Heller, 2002); Epistemic questions: Fostering knowledge-generation
by the students (Korea Journal of Thinking & Problem Solving, 2009); Chinese high
school students in physics classrooms as active, self-regulated learners (International
Journal of Science and Mathematics Education, 2008). Research: A major research
area is learning and instruction with special consideration on active knowledge acqui-
sition. In collaboration with the Department of Chemistry at the University of
Munich, a project is focusing on the improvement of inquiry learning in Chemistry,
and another on developing Problem Based Learning in Biology.

19. Board of Professional Instructors
Sandra Linke Ph.D., is a specialist in gifted education. She has a B.A.
and M.A. in Gifted Education, and a Ph.D. in Creativity. She has devel-
oped a dynamic model to represent the conception of creativity. She
has published a book and a number of articles. She has conducted a
number of workshops in different countries, including: Germany,
France, Austria, Kuwait, United Arab Emirates, Turkey, and Jordan. She
is an active member of an impressive list of academic institutions includ-
ing: the British Educational Research Association (BERA), the European
Council for High Ability (ECHA), and the World Council for Gifted
and Talented Children (WCGTC). In 2006 she was elected as a
member of the editorial board of the Gifted and Talented Interna-
tional. In addition, she has established, in cooperation with Taisir
Yamin and Todd Lubart, the International Centre for Innovation in Edu-
cation (ICIE). In addition, she is the Director of the ICIE.
Sandra Linke

20. Board of Professional Instructors
Todd Lubart
Todd Lubart is Professor of Psychology at the Université Paris Descartes,
and Member of the Institut Universitaire de France. He received his
Ph.D. from Yale University and was an invited professor at the Paris
School of Management (ESCP). His research focuses on creativity, its
identification and development in children and adults, the role of emo-
tions, the creative process and intercultural issues. Todd Lubart is author
or co-author of numerous books, research papers, and scientific reports
on creativity, including the books Defying the crowd: Cultivating crea-
tivity in a culture of conformity (NY: Free Press, 1995), Psychologie de
la créativité (The psychology of creativity, Paris: Colin, 2003), and
Enfants Exceptionnel (Exceptional Children, Bréal, 2006). He is the co-
founder of the International Centre for Innovation in Education (ICIE),
and the associate editor of Gifted and Talented International.

21. Board of Professional Instructors
Trevor J. Tebbs
Trevor J. Tebbs Ph.D., is a veteran educator who received his initial training and
experience in the United Kingdom. He attended Bristol University where he
studied special education. He taught children of all ages in regular and special
education settings. While vice-principal of a special school he compiled a text -
Ways and Means: A resource book for teachers of language disorder children
published by MacMillan in 1978. He now calls Vermont, USA, home. In the
United States he has worked as a freelance artist, a college art professor, a spe-
cial educator, an art teacher and an enrichment coordinator. An increasing inter-
ested in giftedness led Trevor to study educational psychology with an emphasis
on giftedness and counseling with Joseph Renzulli and his team at the National
Research Center on the Gifted and Talented (NRC/ GT), based at the University
of Connecticut (UConn). While at UConn he worked with older gifted/ highly
able individuals as Assistant Director of the Honors Program. Since that time he
has taught prospective educators in various university and college education
and psychology departments including the Psychology Department of Castleton
State College, Castleton, Vermont, where he enjoys teaching various courses
including Seminars in Giftedness. Trevor has become increasingly involved with
the World Council for Gifted and Talented Children (WCGTC) as an assistant
editor of the WCGTC journal Gifted and Talented International (GTI).

22. ٠٢12
Airport Road, Abu Dhabi
California Learning Center
info@clc.ae
www.clc.ae
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For more information, please call
+971 02 4913750
+971 55 244 3998
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