Some careers change because a better opportunity appears. Others change because a person realizes the work in front of them no longer matches what they believe in. Deveren’s career shifted for the second reason. His move from law to the classroom and eventually into edtech was not a search for new titles; it was a search for purpose.

Deveren Fogle, now the Co-founder and CEO of Uluru, didn’t leave law because he lacked skill. He left because the daily grind felt too far removed from creativity, problem-solving, and people. Teaching seemed like a space where he could make a real impact, and when he stepped into the classroom, he did exactly that. Working in Corona, Queens, an area later recognized as the U.S. epicenter of COVID, he helped his students repeatedly outperform city averages on state exams. His English-as-a-New-Language learners did especially well, breaking expectations many assumed were fixed.

But even with those results, he saw how often schools valued surface-level compliance over what actually mattered. One moment stayed with him. In the middle of teaching, an assistant principal pulled him out to show him another teacher’s job board taped to a closet door. The teacher’s class had performed far below his, yet he was told to copy their setup. When they stepped outside, he told her plainly that interrupting instruction to showcase a decorative board only proved how misaligned priorities were. His students didn’t succeed because of posters or charts; they succeeded because he focused on motivation, thinking skills, and structure.

Stories like this piled up. Deveren felt the weight of expectations that didn’t match what students truly needed. At times, he also felt singled out because of his race, gender, and confidence; he was treated with a scrutiny that didn’t reflect his actual performance. Eventually, he realized that staying inside the system meant spending more time fighting bureaucracy than helping students. So he stepped out.

A neighbor suggested he consider executive function coaching, and he followed the lead. Almost immediately, he became a go-to resource for families. What set him apart wasn’t a flashy method; it was his willingness to look at the whole picture. He helped students understand how they learn, and he helped parents understand how to advocate for their children.

But even in agency work, he ran into the same old pressures. Despite his strong results, some agency leaders were uncomfortable with the level of honest guidance he offered families, especially if that guidance exposed weaknesses in a school’s process. One case still stands out. A student at a nationally ranked school received a D- on an essay with no rough draft, no feedback, and no structured writing process. When Deveren explained to the parents what strong writing instruction should look like, the clarity meant everything to them. But the agency rebuked him, worried the school might “get upset.”

That was the turning point. He realized that the problem wasn’t teachers or parents, it was the structure around them. Schools often lacked the time or systems to support students’ metacognitive and executive function skills. Agencies tied to school referrals hesitated to push for change. Everyone was working hard, but the incentives were misplaced.

Uluru was built to fill that gap. Drawing from every step of his career, Deveren created a platform designed to help students understand how they think, how they plan, and how they move through their work, not just what assignments they complete. It offers families clarity that traditional systems rarely provide.

His path was not linear, but each turn sharpened his purpose. And Uluru exists because Deveren chose to follow that purpose, even when the easier choice would have been to stay quiet and stay comfortable.