Certified Scrum Trainer®
(CST®) Certification

CST® Certification Standards

Updated by the Scrum Alliance Providers Team and Trainer Approval Community (TAC)

May 2024

Certified Scrum Trainers (CSTs) play a vital role within the Scrum Alliance community.  Stringent certification requirements are imposed on CSTs to make certain that only those who are fully qualified are entrusted to engage in this role on behalf of the Scrum Alliance. The following standards set the certification requirements that each CST must both meet and maintain.

Please note, the following standards are built for CSTs teaching CSM® courses.  CSTs teaching CSPO® courses should replace CSM with CSPO where applicable to reflect CSPO foundational knowledge, possession of an active CSP®-PO, and creation and co-training of CSPO material. 

**Additionally, note that all CST Candidate Prerequisites must be met in order to submit a CST application.
STANDARD 1, Scrum Understanding: A CST must demonstrate extensive knowledge and understanding of the concepts, practices, and principles that are the foundation of Scrum.
  • 1A:  A CST must provide personally created training materials for the CSM course. These materials must validate the most recent version of the Scrum Alliance Scrum Foundations Learning Objectives and CSM Learning Objectives*.  A CST must clearly articulate what is Scrum and what are additional supporting practices (not defined as part of Scrum) that may be used by Scrum teams.

STANDARD 2, Training and Facilitation: A CST must demonstrate excellence in current training and facilitation skills and techniques.
  • 2A: A CST must demonstrate commitment to ongoing learning and the continuous improvement of their training skills and materials. A CST keeps their training materials up to date with the most recent version of the Scrum Alliance Scrum Foundations and CSM learning objectives. 
  • 2B: A CST creates and maintains active student engagement* while delivering their certification courses. 
  • 2C: A CST is an expert trainer, who creates a productive learning environment for a variety of audiences. This is demonstrated by:
    • Using multiple, different andragogical techniques* in their course(s).
    • Integrating relevant experience within each certification course.
    • Appropriately responding to and redirecting questions as needed.
    • Dignifying student responses.
    • Adapting the andragogical technique(s) as needed, based on audience assessment.
    • Adapting the sequence, content or flow of the course as needed, based on audience assessment.
  • 2D: Every qualifying training event delivered by a CST is of the highest quality. This is demonstrated by:
    • A CST inspects and adapts their training to improve over time.

STANDARD 3, Community Engagement and Professional Development: A CST must be actively engaged in the Scrum and agile community.
  • 3A:  A CST is an engaged ambassador of Scrum Alliance, Scrum, and agile practices. This is evidenced by the visible contribution of unique ideas to the Agile community, and at least three different leadership actions within a two-year period.  For example:
    • Actively participate in a conference, workshop, or other course on facilitation techniques, instructional design, technology, education, or other related professional development.
    • Collaborate with others on the development of new course design, instructional format, assessment activity, or other educational practice.
    • Co-instruct or mentor with another agile or Scrum practitioner.
    • Establish and execute an individual or self-directed learning program involving personal research and study.
    • Author or coauthor a published article or case study.
    • Author or coauthor a Scrum-related published book, article, blog, or other.
    • Speak or moderate at a Global or Regional Scrum Gathering® or other professional conference, User Group, meet-up, symposium, or workshop.
    • Host or speak on an industry-related podcast, video, online interview series, or webinar.
    • Participate in a self-directed learning program about Scrum/agile, i.e., book, eLearning, virtual course, or other independent learning.
    • Provide and/or deliver a charitable outreach educational event.
    • Any other source of significant contribution. 
  • 3B:  A CST is continually collaborating with other globally recognized agilists; and, is able to describe how that collaboration impacts both the CST and others. This is evidenced by at least two different visible contributions of the following community engagement actions within a two-year period.  For example:
    • Serve as a volunteer or in an elected position for an organization pertaining to Scrum or agile (uncompensated).
    • Organize or facilitate a Scrum or agile User Group, seminar, workshop, conference, or other professional development opportunity.
    • Participate on a Scrum- or agile-related committee, task force, workgroup, volunteer team, review team, or Board of Directors (including Scrum Alliance volunteer opportunities).
    • Speak or moderate on an agile topic at a Global or Regional Scrum Gathering or other conference, User Group, meet-up, podcast, video, symposium, or workshop.
    • Any other source of significant contribution approved by Scrum Alliance on a case-by-case basis.


  • Andragogical Techniques: a variety of teaching and instructional strategies and/or methods, directed at adult learners, which impart deep learning and engagement, using learners’ experiences to help facilitate instruction. Examples of andragogical techniques may include (but are not limited to): clarifying the why behind what is being taught, storytelling from the trainer or student, use of powerful metaphors, drawing, lecture, group work, self-reflection, simulations, paired activities, self-directed learning, making connections to the lives of the student, simulations, role-playing, and/or group discussion.
  • Community Engagement: active participation Agile/Scrum community, extending beyond the CST’s or CST candidate’s local Agile/Scrum scope and/or region.  This involvement can include virtual or online engagement.  
  • Co-training:  a CST candidate who co-delivers some or all of a training event with an active CST.  To be considered a co-training, feedback from the CST on Scrum understanding and training techniques must be shared with the CST candidate.
  • CST: an active Certified Scrum Trainer, meeting and maintaining all certification requirements designated by Scrum Alliance.
  • CST Candidate: a CSP® on the CST journey, aspiring to become an active Certified Scrum Trainer (CST).
  • Learning Objectives (LOs):  statements that define the expected goal of a curriculum, course, lesson, or activity in terms of demonstrable skills or knowledge that will be acquired by a student as a result of instruction. The learning objectives for a CSM course are validated by a CST, who measures the student’s depth of understanding and what the student will be able to do after successful completion of the course.
  • Qualifying Training Event: a ScrumMaster training course, either certified or non-certified, including as a minimum:
    • For in-person courses, there must be a minimum of 16 hours of contact time (including reasonable breaks and lunch) with the students.  Please note that the minimum contact time can be met over multiple sessions and may be non-consecutive.

    • At least six students must attend the course.

    • At the time of delivery, the course must fully integrate and cover the most recently published version of the Scrum Alliance Scrum Foundations and CSM or CSPO learning objectives.

    • The course must provide clarity to the students on what is a part of scrum and what is not part of scrum, as aligned with the most recently updated version of the Scrum Guide.

  • Student Engagement: the degree of attention, curiosity, interest, optimism, and passion that students show when they are being taught, which extends to the level of motivation they have to learn. For example, this could be demonstrated by (but not limited to):
    • When the CST is talking, students are actively listening.
    • When there is a group exercise, all students are actively participating.
    • When there is a group discussion, all students are fully engaged.
    • When the above is not happening, the CST detects it and takes action to remedy it.