What happens when standards, teaching for understanding, research based strategies for improving student achievement, and teacher inquiry become a whole? Power Teaching results. A prototype in development at an urban, elementary school in the South, power teaching connects the dots of state standards, Harvard Project Zero's teaching for understanding framework, Marzano's research based strategies, and teacher inquiry for reflective practice. From a systems perspective, the four factors of power teaching will one day yield emergent properties different from the factors. The whole is not only greater than its parts, it has emergent properties that differ from the parts: the taste and texture of cake differs from the eggs, milk, butter, and flour in the parts. In addition to providing an extended definition of power teaching, this paper suggests that Howard Gardner's recent work--five minds for the future--might be emergent properties of the prototype. Image schools that not only have students passing high stakes tests, but developing disciplined minds, synthesizing minds, creating minds, respectful minds, and ethical minds. Such students would be better prepared to meet the complex issues rising from an interconnected world. The paper includes a 65 item annotated bibliography.