Certified Scrum Trainer® (CST®) Certification

CST Formal Interview Evaluation Criteria

Scrum Knowledge (of paramount importance) 

  • The candidate must demonstrate a deep knowledge and extensive experience with the concepts, practices, and principles that are the foundation of Scrum. 

  • The candidate has a solid understanding of the Scrum framework, the principles and values that are the foundations of Scrum and knowledge of how and why Scrum works. This understanding may be enhanced by ideas from other disciplines or philosophies, but the candidate must always be clear on what belongs to Scrum and what is an extension. 

  • The candidate can draw from and incorporate into the facilitation ‘considerable experience as a ScrumMaster, or direct experience as a Product Owner or team member, or experience mentoring others in these roles.’  

  • The candidate is teaching and speaking about Scrum; not a hybrid methodology or process created by the candidate. 



  • The candidate was on time, well prepared, and organized. 

  • The candidate was professional in demeanor and presentation style. 


Interview Q&A 

  • The candidate is able to participate in an active dialog within the Scrum community. 

  • The candidate is able to clearly and purposefully articulate Scrum experience, Scrum knowledge, and a unique perspective.  


Training Simulation: Presentation 

  • The presentation was smooth, logical, appropriately sequenced, and timeboxed. 

  • The candidate is an effective communicator, who uses succinct, appropriate, and respectful language. 


Training Simulation: Implementation / Method 

  • The candidate is a capable storyteller, having a wealth of Scrum experience to share in an engaging way. 

  • The candidate used at least one observable teaching method/approach (such as a powerful metaphor, a drawing/sketch, open ended question, solicitation of classroom response/feedback). 


Training Simulation: Classroom Management / Student Engagement 

  • The candidate was able to hold the attention of the group. 

  • The candidate observed the mood/learning atmosphere of the room and adapted appropriately (pulling energy or adding energy where needed). 

  • The candidate positively reinforced students, dignifying all responses and appropriately redirecting incorrect responses.  



  • The candidate’s retrospective was thorough, well-planned, included both positive and negative aspects, showed self-awareness through observing their actions, acknowledged areas for growth, suggested actionable feedback and demonstrated awareness of how delivery was received and interpreted by participants.