Certified Scrum Trainer® (CST®) Certification

CST® Certification Standards  

Updated by the Scrum Alliance Trainer Approval Community (TAC)

January 2020

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 Knowledge: A CST must demonstrate deep knowledge and extensive experience with 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 show 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. A CST delivers at least 10 qualifying training events* over a period of two years.
 
  • 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 at least three different andragogical techniques* in their course(s).
    • Sharing at least three different stories from their personal Scrum 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 Involvement and Professional Development: A CST must be an active participant in the Scrum and agile community. **please note that during the Covid-19 live online pivot (beginning 15 March 20), events may include live online or virtual events.  
  • 3A:  A CST is an engaged international and national ambassador of Scrum and agile practices. This is evidenced by the contribution of unique ideas to the Agile community and at least three different actions of the following Guides leadership actions within a two-year period:
    • Attend 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-train or mentor 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 approved by Scrum Alliance on a case-by-case basis.
 
  • 3B:  A CST is continually collaborating with other CSTs, CECs, CTCs, and/or 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 actions of the following Guides community engagement actions within a two-year period:
    • 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.

Definitions

 
  • 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 Involvement: active participation in the international Agile/Scrum community, extending beyond the CST’s or CST candidate’s local Agile/Scrum scope and region.  This involvement can include virtual or online engagement. See the CST certification standards document for examples of community involvement activities that could meet this requirement. 
 
  • 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 knowledge 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:
    • The course must take place for at least two consecutive days.
    • There must be a minimum of 16 hours of contact time with the students.
    • At least 8 students must attend the course.
    • The course must fully integrate and cover the most recently published version of the Scrum Alliance Scrum Foundations and CSM learning objectives.
    • The course must provide clarity to students as to what is considered Scrum and what is not generally accepted Scrum practice.
 
  • 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.